LD 1037 
.5 

1921 
Copy 1 



INAUGURATION 

OF 

WALLACE WALTER ATWOOD 

AS PRESIDENT 
OF 

CLARK UNIVERSITY 
February 1, 1921 



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WORCESTER, MASS. 




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Inauguration 

OF 

Wallace Walter Atwood 

as President of 
Clark University 

WORCESTER, MASSACHUSETTS 
ON 

February 1, 1921 




(Ulark IntttrrBttg ffiibrarg 

WORCESTER, MASS. 







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THE 



INAUGURATION EXERCISES were held in 
the gymnasium on Tuesday afternoon, February 

1, 1921, at half past two. Charles Herbert Thurber, Ph. D., 

Clark University, 1900, President of the Board of Trustees, 

presided. 

The Rev. Maxwell Savage, minister of the First Unitarian 

Church offered prayer. 



ADDRESS OF WELCOME 

Charles H. Thurber 
President Board of Trustees 

It is my happy privilege to-day to welcome on behalf of 
the University all those present who are joining together 
with us to make notable this celebration of an important 
event in the history of the University, and in addition to 
express our special appreciation of the presence of those 
representatives of sister institutions of learning who have 
traveled far in their cordial willingness to add dignity and 
grace to this occasion. 

The history of education in America records many curious 
and interesting events, but nowhere does it mention an in- 
stance where one man at the same moment has been inaugur- 
ated as the second president of a university, the third presi- 
dent of a college, and the first president of both ! Yet we are 
here to-day to inaugurate the second president of Clark Uni- 
versity, the third president of Clark College, and the first 
president of Clark University and Clark College, now and 
hereafter one and inseparable. 

Clark University was organized as an institution of ad- 
vanced study and research by G. Stanley Hall, under whose 
leadership it has splendidly served humanity for a generation. 
But the founder had it also in mind to make easier the road 
for worthy and ambitious young men who needed a college 
training. By his will, therefore, he made provision for the 
opening of Clark College, with a separate endowment and a 



Inauguration 



separate faculty, but using the same buildings and managed 
by the same board of Trustees. To the presidency of the 
college, at its opening, came a distinguished public servant, 
Carroll D. Wright. He was succeeded by a constituent mem- 
ber of the University Faculty who had writ his name large 
in the annals of Experimental Psychology — Edmund C. San- 
ford. 

As time passed, these two institutions not only dwelt to- 
gether in amity, but the same men came in many instances 
to serve on both faculties. Graduates of the College in con- 
siderable numbers continued their studies in the University. 
The line of demarcation became not stronger, but fainter, 
with the passing years. 

Then President Hall resigned, in the fullness of strength 
and capacity, that he might prepare for publication his accu- 
mulated treasures of scholarship and research. At the same 
time President Sanford proposed to the Trustees that he 
relinquish his executive responsibilities and return to his 
professorial duties. Thus was brought about the situation 
contemplated by the founder when the two institutions should 
have a single head. 

The Trustees had before them by no means an easy task. 
Of all commodities college and university presidents were 
the scarcest, and the demand for them was clamorous. At the 
end of our long trail we found a man into whose hands we 
felt that we could entrust the future of the institution with 
supreme confidence and glowing hope. 

It is not necessary that this institution, founded as an inno- 
vation, shall cherish forever each and every detail that has 
found a place in its organization; but it is absolutely neces- 
sary that Clark shall be true to certain great fundamental 
principles; and of these two stand out conspicuously. 

The true university spirit must forever be maintained. 
That spirit is the spirit of truth. It requires both the his- 
torical and the experimental disciplines: the one to make 
clear the truth we have to build on; the other to go forward 
from what we have and annex ever more and more of the 
undiscovered country. Our second great principle is like unto 
and grows out of our first, for the explorer cannot sit by the 



Clark University 



old hearthstone. Clark University started one innovation in 
offering graduate courses only; Clark College started another 
in its three years' course. This institution must never lose 
the courage and the spirit of the pioneer. To our new presi- 
dent, who has spent much of his life in exploring the lonely 
mountains and wind-swept plains of our great West, we look 
with assurance to lead us ever onward to new frontiers. 



Installation 

The Honorable Arthur P. Rugg, LL. D. 

Chief Justice of the Supreme Judicial Court of Mass. 

WALLACE WALTER ATWOOD 

You have been duly chosen President of Clark University. 
You are honored with her choicest gift. You bear her heaviest 
burden. This is a noble trust. It is laid upon you in the 
full faith that you will discharge it in the spirit of its founder, 
in the interest of the university, and for the benefit of the 
republic to whose service it is dedicated. A change in leader- 
ship is a signally important event in the history of an insti- 
tution of learning. This university was founded for 'Hhe 
promotion of education, and investigation in science, litera- 
ture and art. ' ' Its energies have been devoted to the fostering 
of the highest studies and original researches in these fields, 
to the enlargement of the domain of knowledge and to gen- 
eral and liberal instruction. It has been nourished through 
its years of early struggle by the earnest and unstinted devo- 
tion of the wise and learned. It is still young. Its future 
will be plastic to the moulding of your hand. Its third of a 
century of distinguished usefulness kindles aspiration for 
wider accomplishment and finer achievement in the time that 
is to come. No easy task lies before you. It invites the ripest 
scholarship. It challenges supreme endeavor. Wisdom, cour- 
age, insight, perseverence, vision, spiritual power must be 
your handmaids. We have confidence that you will meet 
all its responsibility and fulfill its every opportunity. In the 
name and in behalf of the trustees, and in accordance with 
custom, I now invest you with all the powers and privileges 



Inauguration 



of your great office. As symbols of your authority I deliver 
into your hands and keeping the charter of the University 
and its seal. May the blessing of God be upon your admin- 
istration. 

ACCEPTANCE 
PRESIDENT WALLACE W. ATWOOD 

Your Honor, Chief Justice of the Supreme Court of Massa- 
chusetts and member of the Board of Trustees of Clark Uni- 
versity — other members of the Board of Trustees : 

I appreciate deeply the confidence which you have shown 
in me in selecting me for the honorable position of President 
of Clark University. In accepting from you these tokens of 
office I wish to assure you that they symbolize for me the great 
responsibilities which I hereby assume. I wish to pledge to 
you, to all those connected with Clark University, and to all 
the friends of this University, that I will do my best to carry 
forward the noble work which has here been so well begun. 
I trust this institution may continue to serve as an effective 
organization dedicated to high ideals in American education 
and in the development of productive scholarship. 



ADDRESSES OF GREETING 

FOR THE UNDERGRADUATES 

William J. Higginson, '21 

Sometime we hope we shall look back upon this day through 
the mist that descends during those years intervening between 
youth and old age. Carried on by the full flood of reminis- 
cence, we shall in that future understand this experience, 
purged, as it wdll then be, of its dross and clothed in its 
prophetic robes. Were we to view the scene now passing 
before us with the eyes experience and long years will bring 
to our service, no undergraduate body would be sufficiently 
presumptuous to send one of its o^vn upon this platform. 
Even now the honor of speaking before those here assembled 



Clark University 



would be overwlielming were it not for the joy which inspires 
every son of Clark on this occasion. We this day are cele- 
brating two birthdays, and have that solemn joy which leaves 
its indelible mark upon every passing moment. 

To-day is Founder's Day. We are gathered at this time 
with a double purpose. To commemorate the birth of Jonas 
Gilman Clark is a portion of this purpose. Though he is per- 
sonally unknown to the majority of us, who among those who 
have gone before has more right to our deepest devotion? 
His wife said of him in the simple words of affection which 
illuminate every page of her In Memoriam: ''Posterity is 
his heir, and his most enduring memorial the far reaching 
influence of the University he has founded." We are this 
posterity; we are those to whom he looked for the spreading 
of that far reaching influence^ his most enduring memorial. 
The institution we call our own, in its demands for construc- 
tive thought on social development, for purposeful thinking 
on fundamental human problems, and, above all, for sanity 
in citizenship, has followed a straight line of duty. Is it not 
then for us to pledge, or repledge, ourselves this day to the 
great work left to his heirs by the Founder of Clark 
University 1 

To commemorate the birth of our Founder on this first day 
of February, nineteen-twenty-one, would almost in itself war- 
rant such a gathering. But this is a day among days. We 
are here to celebrate a first birthday, to celebrate the formal 
birth of Dr. Wallace Walter Atwood into Clark life. Dr. 
Sanford and Dr. Hall withdrew so quietly from our midst that 
our grief at their departure became momentarily lost in our 
surprise. Dr. Atwood has so quietly, yet vigorously, 
entered upon the manifold duties accorded to his high office 
that we feel he has been with us always. We cannot help 
but be touched with sorrow that those whom we love and 
who served us with long years of faithful endeavor are no 
longer our leaders; we cannot but rejoice that one has been 
chosen to the place of leader whom we ourselves would have 
chosen had the choosing been ours. 

My pleasure, Sir, is therefore unbounded in being per- 
mitted to call you Our President. We are to be congratulated 



8 I n a u g u r at io n 



in that we have this pleasure. Our devotion to Clark, to her 
ideals, and to all for which she has stood in the past, we 
pledge to you. The duties and the burdens you alone must 
bear we would help you carry were it in our feeble power 
to so be of service. AYhatever is ours to do, come that privi- 
lege now or in the future, in your service we shall strive to 
the uttermost. IMay the honors crowning the President of 
Clark University be yours long to enjoy; may Clark under 
your guidance increasingly proclaim: 

"Let there be light." 

FOR THE ALTOINI ASSOCIATION OF THE COLLEGE 

Clarence Prouty Shedd, '09 

The Alumni of a university are its finished product. The 
world judges the university more by this product than it 
does by the extent and character of its equipment, the scholar- 
ship of its teaching staff or the millions in its endowment 
fund. Every college alumnus in his achievements and life 
relationships is either an argument for or against, not only 
his own college, but the whole cause of higher education. 

Energized by this conviction the alumni of Clark bring 
to their alma mater at this time renewed pledges of loyalty, 
affection and determined devotion to her highest purposes. 
AYe are glad to join with students, faculty and distinguished 
friends in extending to him who has come to be our leader 
greetings of sincere good-will. President Atwood, I speak 
for every alumnus of Clark College and University when I 
say that we are yours to command. We know that we have 
in you a leader to whom we may confidently entrust the wel- 
fare of our alma mater. We are made doubly glad. President 
Atwood, because your coming signifies to us the early con- 
summation of our desire for such corporate unity of college 
and university as shall make Clark an even greater servant 
of the common good than has been possible in the past. 

Graduating from college is very much like leaving home — 
the farther away you get from the experience, the nearer in 
its great realities it seems to be to you and the more potent 



Clark University 



its influences on your life. A student does not sever his 
connections with Clark at Commencement; he simply enters 
into a relationship in which it is his privilege to become a 
creative force at the very heart of the university's life. 

No university can hope adequately to solve its problems 
until it has learned how to command and wisely use the 
latent resources for creative service resident in its body of 
alumni. For good or evil its alumni are unceasingly influ- 
encing the life of every college and university. 

In no part of college life is their influence so potent as in 
the extra-curriculum activities^ — athletic, social and religious. 
The way this power is used has a very important bearing 
on the problems and policies of the universities. It can be 
so used as to make it one of the strongest constructive forces 
in the life of the university; or, it can be so abused as to 
militate against the achievement of the university's highest 
and wisest purposes. The Alumni Association of both College 
and University welcome the opportunity of devising with 
you. President Atwood, ways of utilizing this force for the 
building of a finer and more serviceable University. 

Clark is neither blessed nor cursed by many traditions. 
As eastern universities count age, we are very young; it is, 
therefore, our high privilege to work together as students, 
alumni and faculty for the building up of the kind of tradi- 
tions that materially assist students not only in the acquire- 
ment of knowledge but in the building of character and the 
shaping of life purposes. The traditions of a university are 
its glory or its shame. 

The Alumni of Clark covet such a relationship to the stu- 
dent body and faculty as shall make them active forces in 
destroying traditions that have outlived their usefulness as 
well as helpful influences in the creation of new traditions. 

But there is a concern greater than all these others that 
we Alumni have for our alma mater and that is that in the 
content of her curriculum, in the influence of her policies, 
her class-room work and the daily campus life, she shall do 
her part toward sending out into life men whose devotion 
to the truth is so great that the master motive of their lives 
is worthily to serve the needs of the common life of our 



10 Inauguration 



nation and the world. The task of a college is not fulfilled 
by the training of the intellect only, for a trained intellect 
in the possession of a man who is not sensitive to his social 
responsibilities may become a power not for good but for evil 
in a world that is painfully striving to achieve a real dem- 
ocracy in every phase of its life. 

The Alumni pledge to you, your Faculty associates, the 
Trustees and the student body, our complete cooperation in 
your continued efforts to make of Clark a university of which 
it can be said that the true measure of its greatness is to 
be found in its service to the life of the nation and the world. 

FOR THE ALIBINI ASSOCIATION OF THE 
UNIVERSITY 

Albert Potter Wills, Ph. D., Sc. D. 

Professor of Mathematical Physics, Coliomhia University 
It is my privilege to-day to represent the alumni of the uni- 
versity. We of the alumni are a widely scattered aggrega- 
tion, of varied ages, of more or less diversified interests and 
activities. Many of us, probably most of us are teachers ; we 
are proud of our profession; and yet we are not, I hope, 
incapable of smiling appreciation of Mr. Bernard Shaw's 
whimsical aphorism — "He who can does; he who can't 
teaches. ' ' 

Now however widely separated geographically, however 
varied our ages, however diversified our present interests and 
activities, we are united as alumni of Clark University. It 
has been the privilege of each of us to reside for a time in 
this hospitable city of Worcester; and quietly to pursue our 
quest of learning at its university under the guidance of the 
very able body of men constituting its faculty. In the last 
stage of our scholastic training we came for inspiration to 
this university; to these men. In looking back we feel that 
in so doing we did well. Without trespassing far upon your 
time I wish to tell you why. In so doing I speak as one of 
those whose acquaintance with the university began some- 
thing like a quarter of a century ago. 



Clark University 11 

Upon our arrival here we found ourselves in a scholarly 
atmosphere, ozonized, so to speak, with the spirit of pure 
scientific research. Here we found fostered the pursuit of 
knowledge, not for material gain, but for its own sake. Here 
we were led to appreciation of the lofty spirit actuating the 
men of science of all times in their patient search for truth. 
Here we learned to know something of the values of the con- 
tributions of such men, through their labors in laboratory 
and study, to the general welfare and good of all mankind. 
Here we experienced the rare joy of original intellectual 
achievement. Here we were taught the methods of scien- 
tific investigation which, whatever the nature of our 
subsequent careers, we have ever found an invaluable 
asset in our daily lives. In short, and by way of 
summary: here we were initiated into the order of 
those who understand the true significance of the university 
spirit, and who love and reverence it. In the existence within 
the walls of any so-called university of this somewhat in- 
tangible thing we term the university spirit is to be found, 
I think, the criterion as to whether the institution is worthy 
of its name. 

This spirit was certainly dominant in this university at the 
time of which we of the older alumni are most competent to 
speak ; we trust that it has persisted undiminished from then 
till now ; and that it shall so persist in the future is the very 
earnest hope of all of us. 



Dr. Hall — ^to you, sir, we express our very grateful appre- 
ciation : in general, of your devoted services to the university 
from the time of its foundation; in particular of our very 
prized heritage from you — the true university spirit. 

Dr. Atwood — ^to you, sir, we extend our warmest greetings 
and our best wishes for success in your administration. Under 
your wise guidance we have full confidence that the cherished 
traditions of Clark University will be ever faithfully main- 
tained. 



12 Inauguration 



FOR THE FACULTY 

William H. Burnham, Ph. D. 

Professor of Pedagogy and School Hygiene 

Mr. President, it is my privilege to bring the welcome of 
the Faculty. My words of greeting are most sincere and 
cordial, but they must be brief. I come like a messenger who 
reports to a new chief in the midst of battle; for, as every- 
body knows, to-day is a time of crisis in education, in higher 
education no less than in the larger field we call world civiliza- 
tion. It has been my lot to stand at an outlook post, my 
duty to watch the conflict and the wide attack on the forts of 
folly. If you ask me what of the battle, my report is this: 

Frankly many leaders are doubtful of the outcome. For 
a long time education has been largely on the defensive. Many 
of the wisest fear that the problems to-day are too big for 
the human intellect. In recent years we have devised mental 
tests, standard scales and the like, an elaborate machinery 
for measuring human intelligence, but we find alarmingly 
little intelligence to measure. 

If we should extend our tests by adding certain ones in 
regard to artistic and creative ability, and if we could study 
the ancient Athenian citizens, we should probably find that 
they had an intelligence quotient as high as that of the more 
prosperous classes in this country to-day. While our ability 
to do things has enormously increased during the last 2,000 
years, human intelligence in general seems to be no greater 
than it was at Athens in the days of Pericles, and superior 
men are few. To raise the level of human intelligence is at 
best a slow process. But the problems of civilization demand 
immediate solution. 

The survey from my outlook post shows that the first line 
of defense, where the superior men are stationed, is thin and 
broken. It has not saved us from the disastrous results of 
the great war. The second line of defense, where the teach- 
ers are, has already begun to crumble. For 100,000 places 
there are no teachers properly trained. From the third 
line of defense, the school children, referred to by every- 
body as the bulwark of the republic, the report is still more 



CI ark U niv ersity 13 

disquieting. From a recent survey it appears that a third 
of the children leave school before the eighth grade, that on 
an average they complete but six grades, that v^e are becom- 
ing a nation of sixth graders. 

Worst of all, data from 319 cities, supported by more 
recent evidence, show that 25 per cent of all the children in 
the public schools are retarded at least one year, indicating 
not only waste of the public money, but more serious waste 
of human values by the chagrin of failure. Besides these 
is the vast army of those who dawdle and slip by, never gain- 
ing the stimulus of any marked success. Surfeited with in- 
struction and with but little training, they drop out of school 
with no proper civic attitude or morale. 

Taking the field of culture and science as a whole it appears 
that a vast body of knowledge and some wisdom has been 
accumulated by the cooperation of many workers; but that 
folly often dominates, and even the superior men are handi- 
capped by emotion, didactic, eager to teach others their own 
opinion, unable to learn because they already know. 

Such are the evil tidings. In spite of them we are hopeful. 
We need men as leaders who can integrate the wisdom of a 
social group. You, Mr. President, have this rare ability ; and 
under your leadership we are ready to renew the attack with 
courage and to try to do our part in the solution of the great 
problems. 

The scientific method offers hope for a combined offensive 
movement that will save our civilization; for this gives pre- 
vision for significant facts. It trains to face reality and to 
correct one's reasoning by reference to facts. It develops an 
attitude of facing difficulties whether physical or mental. In 
place of hasty conclusions and the side-stepping of difficulties 
it means the problem attitude, the feeling that we are merely 
at the beginning of scientific truth, that most matters are 
open questions, that, in the warfare against error new and 
old, we have only just begun to fight. 

We recognize that, in the problems of education and indus- 
try, the scientific method is quite as necessary as in the labora- 
tory. However difficult these problems, we propose to use 
this method and to attack them like men. Clark University 



14 Inauguration 



has sent out many who are now attempting to do this. I 
have time for but a single illustration. 

Nearly twenty-five years ago a student in the psychological 
department of this University studied by the scientific method 
the psychology of puzzles. He had his trials and discourage- 
ment. He persisted, wrote his Doctor's thesis on this subject, 
made an important contribution, and, in his o^vn experience, 
learned the significance of the problem attitude of mind, 
the attitude of facing intellectual difficulties. This student 
is now making a practical attack on the great problems of 
society. As Chancellor of the State University, he is ap- 
parently the acknowledged leader of the intellectual forces 
of one of our great western commonwealths. That he is still 
influenced by the attitudes acquired when studying puzzles 
in the psychological laboratory' of Clark University is sug- 
gested by the following words he used in an address a few 
days ago : "If progress is to be maintained, the whole system 
of public education must concentrate its energies in develop- 
ing to the utmost this problem solving passion." 

The great aim of education is the universal use of the 
scientific method. A fundamental ideal, as old as Jesus and 
Plato, the search for truth and the courage to face reality, 
lies at the heart of it; and the development of this in the 
phases of the modern scientific method, first hand observa- 
tion, experimentation under controlled conditions, and veri- 
fication by reference to facts, together with the attitude of 
mind which this involves, the attitude of the learner, on the 
one hand, and, on the other, training to see facts in their 
genesis and significant relations, has a two-fold value: fii^t, 
in the training of those who use this method ; second, as the 
only insti-ument by which truth can be obtained. 

This is no discrimination against the humanities; for to- 
day they use the same method ; and any subject is a scientific 
subject as soon as it is studied by the scientific method; and 
any subject is a cultural subject as soon as the cultural aspect 
of it is the dominant aspect. 

AATiere shall the world turn in time of crisis if not to the 
universities'? While the problems for universities are many, 
a few thinD:s are clear: Thev must train to the scientific 



Clark University 15 

method; they must devote themselves to research, they must 
specialize (except for some future billion dollar university 
they can do no other). And that specialization may not 
defeat its own end; that it may not amount to the mere col- 
lection of isolated facts without ability to see their meaning, 
the university must provide means for training students to 
see significant facts and to study them in their wider rela- 
tions. A beginning can be made by making more ample pro- 
vision for libraries, containing the important literature in all 
subjects and all sciences, and by museums giving illustration 
of the evolution of science and culture. This can be sup- 
plemented also by courses in science and the history of cul- 
ture that aim especially to point out significant relations. 
A concrete example of such a course is that on the history 
of science given by Dr. Sanford in this University. 

Thus the key words of university education to-day are 
specialization, cooperation, the study of things in their genesis, 
and significant relations, research, individual autonomy, — all 
of these, Mr. President, in a peculiar sense, represent Clark 
University ideals and methods. Since they are also your ideals 
you will find the atmosphere of this University congenial. 

Of this Faculty I need hardly speak. Some of us are 
realists, some are humanists, all hard workers, all enthusi- 
astic. For all I can pledge cooperation in loyal service. 

You will find the Faculty very zealous for the ideals of 
science and scholarship ; proud also that, with small resources, 
Clark University has contributed so much to scientific knowl- 
edge; that the influence of its spiritual founder, G. Stanley 
Hall, has now spread throughout the world; that the best 
books in perhaps a score of subjects were written by Clark 
men. They are proud, too, that Clark students are 
workers, that the undergraduates do a man's job, that 
the graduates share the zest of the scientific worker; that 
Clark men, graduates, undergraduate and alumni, offered 
their services and their lives in the Great War; proud 
also of the memory of former colleagues. Whitman, 
Michelson, Donaldson, and the rest. Time would fail me 
to tell their achievements; but I cannot forbear to call the 
roll, short but illustrious of those who have fallen in the 



16 Inauguration 



harness,— Wriglit, distinguished public servant and efficient 
executive ; Hoyt, beloved teacher ; Theodate Smith, student of 
childhood and generous helper; Chamberlain, great scholar 
and many-sided humanist; Baird, trustworthy scientist and 
incomparable teacher. 

While the Faculty welcome you as custodian of the intra- 
mural assets of the University, its library, laboratories, ap- 
paratus and the like, they greet you also as guardian of these 
priceless extra-mural assets, and these sacred archives with 
their memories, traditions, and ideals, — its spiritual assets. 

We welcome you with still greater confidence because we 
know you will never be content to be on the defensive ; chang- 
ing the figure from the land to the sea, that you will never be 
satisfied to drift with the tide, and will never mistake mere 
motion for progress. An old figure of speech, credited to 
G. Stanley Hall, but probably much older, will be new to 
some. This represents the good ship education as on her 
way, afloat with all flags flying, and all sails set, and bound — 
nobody knows whither. This represents the universal fallacy 
in education, the supposition that movement represents 
progress. 

Adapting this figure to the present crisis, we greet you, 
Mr. President, as a safe pilot for the good ship education, 
and while you must trim the sails to catch the fleeting breeze, 
we are confident you will keep the rudder true to a definite 
goal, — the goal picturesquely represented by our University 
motto — Fiat Lux— which, means the spirit of the learner, re- 
search, the scientific ideal and attitude. 



FOR OTHER EDUCATIONAL INSTITUTIONS 

Harry Pratt Judson, LL. D. 
President of the University of Chicago 

I am glad to be able on this occasion to say a word on 
behalf of institutions in the western part of the country; 
that is, I suppose Chicago is west, from the Commonwealth of 
Massachusetts, on whose extreme western border I had the 
honor of getting my own college training. Yet, as I have 



ClarkUniversity 17 

been in different parts of the world, I have noticed that points 
of the compass — saving the presence of the geographers pres- 
ent, among whom is your President — that points of the com- 
pass depend upon one's local habitat. 

Some years ago, in the city of Seattle, I was talking with 
a lady who was telling me what she had done with her chil- 
dren. Her son she had sent to the University of the State 
of Washington, but her daughter, from whom she desired a 
college of an earlier civilization, she had sent east to school, 
she said. I said to her, "Yes that is wise. Where is your 
daughter r' She said, "In Denver, Colorado." As I say, 
the points of the compass depend upon one's local habitat. 

I have a peculiar pleasure in taking part in these exercises 
to-day, from my early relationship both to the retiring Presi- 
dent and the incoming President. It is a case of "Roi est 
mort, vive le roi." I had the honor of being a freshman in 
Williams when G. Stanley Hall was a senior. The wisest 
man you ever will know is a senior when you are a freshman, 
and in the presence of Dr. Hall I confess to this day I feel 
myself a freshman! And as for Dr. Atwood, why, bless his 
heart, I knew him as a freshman! he was in my own class 
as a student in college. Young men, if you can be as faithful, 
as able a student, and as loyal a good fellow, as he was, you 
will do mighty well. 

Leadership in a university is a privilege in these days. The 
university is not made by numbers, by piles of buildings, or 
by great endowments ; the real university is a group of serious- 
minded scholars gathered together for the pursuit of science ; 
they may be few, they may be many, it matters not, the pur- 
pose is what counts. It is new truths which the world needs, 
new knowledge and its application to human minds. It was 
this eager search for truth that gave Pasteur the solution of 
one great mystery and brought about a potent means of guard- 
ing human life from many perils. The advance of science 
measures the size of the stars and calculates their distance 
in space. Other searchers crack the mystery, the strata, that 
make the earth, for the uses of man. 

Not many years ago there were some that thought the great 
discoveries had all been made and that little remained to be 



18 Inauguration 



delved into. Since then we have found radio activity, we 
have disentangled metals which before had seemed but one, 
we have made it evident that the great revelations are per- 
haps in the near future. The scholarship of the Middle 
Ages looked to the past. The University of To-day is look- 
ing into the future. 

The inevitable tendency of educational organization among 
us, I suppose, is towards permanence. Change becomes more 
difficult as the years pass. The reasons are, perhaps, many 
but they are obvious enough. It is queer but I believe true, 
that on the whole the most conservative people in the world 
are the college students. The reason is, tradition grows up 
so rapidly; three or four years are enough to make a tradi- 
tion like that for all time. 

The new university should be above all plastic, not only 
should it be open to all proposed new ideas but at any time 
for help along experimental lines. Unless proposed changes 
of method can be tried, there can be no progress. Every 
year should see some new test developed, education should 
be the constant quest, as indeed should be all science. What 
college man beyond middle life to-day would recognize the 
physics and chemistry of the present as that of his youth? 
Manufacturing, business, show this quick response to new 
conditions. The keen business-man is quite ready to scrap 
worn-out methods or machinery, to sacrifice actual values for 
the prospect of greater ones. Of course, his motive is direct, 
he has the incentives of the hope of gain, the fear of loss. 
The college man has neither. What can we substitute for 
these in the case of education, the professions 1 Nothing, I 
fancy, but professional enthusiasm. The teacher, whether 
in university or common school, can do very little that has 
stimulus. The architect erects a bridge of steel and stone 
that stands for centuries. The educator's work is lost among 
the grind of affairs that hold humanity. There remains for 
him the motive not merely of faithfully doing a duty but 
devotion to progress, the creation of new things — that is 
motive enough for a life beyond the prospect of great gain 
in money but shows the prospect of great gain in spiritual 
values. 



C lark U niv er sity 19 

The President inaugurated to-day I have known through 
the greater part of his life, as a student, as a colleague on 
the faculty. I know he has the spirit of progress, I know 
the institution, under his guidance, may look confidently 
towards leadership in American thought. I congratulate 
President Atwood on Clark University. I congratulate Clark 
University on President Atwood. 

Dr. Frank Morley 
Professor of Mathematics in the Johns Hopkins University 

It falls to me to convey to Clark University and to its 
new President the greetings and good wishes of the Johns 
Hopkins University. 

The honor falls to me because the ties of Clark University 
and the Johns Hopkins University are especially close. They 
have similar origins, similar ambitions, and I doubt not, simi- 
lar difficulties. 

I am to be brief. I am glad of this for your sakes, 
remembering that a speech is like a wheel, the longer the 
spoke the greater the tire. 

There are two main views of the question of education, 
the vocational and the avocational. In the former the aim is 
to make a living, in the latter the aim is to live. The problem 
for each one of us is how to combine these, how not to sacrifice 
the latter, how not, as the Roman said Propter vitam vivendi 
perdere causas. 

Now a university should arrange itself about a central core 
or hub. I cling to the belief that the central idea of a uni- 
versity is the idea of avocational education, something that 
takes the student for a season far from the getting and spend- 
ing of ordinary life, and gives him or her the sense of travel 
and adventure in matters of the mind. Its primary function 
is to guard and exhibit, and if possible augment, the treasures 
of science and of literature, to teach in a wide sense reading 
and arithmetic ; and its primary hope is that the reading, and 
the arithmetic may lead ardent minds to feel and think largely, 
and even to write. 



20 Inauguration 



Such a core of a university is a gate to the land of fairies. 
There are fairies, for example the electrical class, which do 
our drudgery for us ; there are others which have the secrets 
of health; but the point is that fairies do not exist for these 
purposes, and the best of them are only found when they 
are sought in the proper university spirit, without refer- 
ence to their immediate utility. 

The effect of such a university on a community which will 
make use of it is very noticeable. A mind that has fought 
to know something which is not known, or been present at 
a good lively fight of this kind, or even followed the story 
of how we came to know what we do, in some worthy field, is 
intellectually saved. The man follows his vocation but with 
a difference. And he is eternally grateful, provided that he 
was not misled into thinking that his glimpse of fairyland 
was to be a quick financial asset. Incidentally he will see to 
it that the university shall survive and prosper so long as it 
can with a clear conscience quote the text: 

''Make not my Father's house an house of merchandise." 

Around the central core of a great university are the 
schools which minister to human needs, the schools of Medi- 
cine, of Law, of Engineering and so on. Now it is entirely 
possible and at present easy to get in these schools the broad 
detached instruction and the consequent intellectual stimulus, 
and when the stimulus is thus to be had there is probably no 
better way to get it. You have at one stroke the beautiful 
and the useful. But there is a real danger, if the grove of 
Academe is entirely surrounded by these schools. The heart 
of the whole thing is weakened and the schools will probably 
degenerate. That a university should shortsightedly become 
a group of professional and technical schools, devoted to the 
immediate needs and perhaps the immediate greeds of the 
community is as natural and possibly as proper as for an 
eager romantic youth to become a care-worn breadwinner, 
but I think that the institution has ceased to be a university. 

If this is so then a case is made out for the small uni- 
versity, which grows slowly and can properly care for such 
schools as it sees fit to add; and a city such as this which 



C I a rk U niv e r sity 21 

is fortunate enough to have such a university will be wise, 
for its own sake, to form acquaintance with its resources, to 
foster it as the finest possible place of mental vocation, and 
even to cherish it as sanctuary. 

FOR THE CO]\IMONWEALTH OF MASSACHUSETTS 

His Excellency Channing H. Cox 
Governor of Massachusetts 

It is an unusual privilege to be permitted to bring to 
this happy occasion the greetings of the Commonwealth of 
Massachusetts, to whose interests all of us are devoted and 
in whose service this afternoon we are enlisting a great 
educator. 

It is splendid to know of the strength and enthusiasm of 
the alumni and friends of Clark. It is fine to know that this 
University, which has so worthily lived its days, which has 
so amply justified its existence, stands to-day looking to the 
future with courage and confidence, rejoicing in its new 
leadership and sure of its mission. 

To a peculiar extent we in Massachusetts are dependent in 
an economic sense, in a political and social way, upon the 
maintenance of our educational institutions. Here we have 
no great deposits of precious ore, iron, coal, we have no great 
rolling prairie lands, we have no great stretches of timber, 
we are not rich in a reserve of natural resources; but it has 
always been a part of our fundamental thought that our 
people could compete successfully with the people anywhere, 
provided we maintained an aggressive policy of education by 
means of which our human resources might be developed to 
the full. And so, we rejoice at what we see to-day. 

From the point of view of our material prosperity, or 
from the larger consideration of our duty, to develop Amer- 
ican citizenship, we must not, in Massachusetts, sacrifice our 
educational leadership. 

Clark University, which has summoned us here to-day on 
this happy occasion, has played a prominent part in 
giving us educational leadership. I believe that the Univer- 



22 Inauguration 



sity is destined to play a more prominent part still. The 
founder of this University gave his endowment because he 
had a vision of what such a university could do. From 
the very day that he founded this University, always there 
have been men who counted sacrifice a joy if they could but 
add to the strength and permanency of this institution. Its 
faculty has stayed here, educating educators, doing work of 
the highest good for the community, oftentimes, I imagine, 
almost tempted to accept calls more alluring, but here re- 
maining, here laboring on, because they believed that the 
University was fulfilling its purpose. 

And so, Doctor Atwood, in welcoming you to-day to the 
service not alone of Clark University but of the Common- 
wealth of Massachusetts, I too, rejoice with you as I hear 
the pledge of the Trustees, of the Undergraduates, of the 
Alumni, of the Faculty, and of the Friends of Clark Uni- 
versity. I may assure you that you have at your command 
an army of loyal, devoted followers, who are sincere as they 
proclaim their belief in this University and who are deter- 
mined that under your leadership its banner shall go on to 
new heights of victory, to new fields of service. 



REPLY TO GREETINGS 
President Wallace W. Atwood 

Your Excellency, the Governor of Massachusetts, Your 
Honor, the Mayor of Worcester, Students, Alumni, Faculty, 
and Trustees of Clark University, Delegates of other Institu- 
tions, Ladies and Gentlemen: 

The words which we have just heard from the representa- 
tive of the younger students in the University are an inspira- 
tion to any one who is truly interested in educational work. 
It is the new, fresh, vigorous life that comes into such an 
institution as this each year that encourages all of us to 
continue in service and do our best in training American 
citizens. 

In the few months that I have been in Worcester I have 
come to have a very high respect for the young men in the 



ClarkUniversity 23 

collegiate division of Clark University. I appreciate that 
they are a carefully selected group of men who really want 
an education, who have in many cases before entering college 
taken large responsbilities, and who show each day that they 
are equal to taking still greater responsibilities. I trust that 
many of them may later join the graduate students in their 
devotion to research and to professional work. To all stu- 
dents in Clark University I extend my most sincere greet- 
ings, and I wish to assure them that it is a pleasure to work 
with and for them. 

I appreciate that the alumni of this institution form a very 
important part of our organization. They are at present 
represented on our Board of Trustees by the President and 
Secretary of that Board. Among those who were members 
of the graduate school, one is a U. S. Senator, 9 are, or have 
been, college presidents, 220 are university or college pro- 
fessors, and many are connected with high schools or normal 
schools. 

In extending to them my sincere greetings I urge them 
to continue their interest and association with this institu- 
tion. They will look back with pride and with a peculiar 
pleasure upon any part they may take in promoting a perma- 
nent institution dedicated to high ideals of service to mankind. 

The message from, the Faculty affects me deeply. I have 
already learned of the high scholarship and high character 
of the members of this faculty. Our progress here will depend 
largely upon the esprit de corps within the institution, and 
I wish to join with you in pledging loyalty to Clark Uni- 
versity. I intend to continue in active instructional work. 
This will keep me in close sympathy with all of you and 
in intimate association with the problems of the classroom 
and the seminar. It is for us to so strengthen our work in 
the collegiate and graduate divisions that Clark University 
may continue to rank high among the institutions of learning 
in America and in the world. 

To all those who have come, and to you who have spoken, 
on behalf of other institutions and brought to us such cordial 
encouragement, I wish to express my sincere gratitude. You 
represent on this occasion a wonderful organization of educa- 



24 I n a u g u r at io n 



tional workers in America. We should be in close sympathy 
with each other and guided by the highest of ideals for 
American life, for what we teach will have a profound influ- 
ence upon the sentiments and ideals of the people who con- 
stitute this nation. 

Your Excellency, Governor of the State of Massachusetts: 
You have greatly honored us in being present on this occa- 
sion. We know that as a college man and as a public officer 
you have an intelligent and sjonpathetic interest in higher 
education. Undoubtedly you consider that much of your owti 
work is educational, and we wish to assure you that it is our 
desire to co-operate with you in every way that we can in 
serving the Commonwealth of Massachusetts. 



INAUGURAL ADDRESS 

The New Meaning of Geography in American Education 

I have decided not to take this opportunity to dwell upon 
general principles of education, or to explain why a Uni- 
versity exists. Some of you may be disappointed; others 
may be greatly relieved. I prefer to turn directly to the con- 
sideration of certain conditions in this country which may 
indicate to you the significance in the new plans that have 
been made for Clark University. First let us review briefly 
a few salient facts in history. 

I 

We shall celebrate in America this year, in various ways, 
the 300th anniversary of the coming of a little boat into the 
harbor of Plymouth and the establishment of a colony. At 
about the same time that the Plymouth Colony was founded 
several other colonies were established along our Atlantic sea 
coast. For a little more than 150 years the colonists in this 
new land remained, for the most part, east of the Appalachian 
Highlands. Their trade was chiefly with the countries of 
Western Europe and the West Indies. The physical barrier 
on the west delayed migration, and possibly the Indian tribes 
discouraged some from attempting to move westward. It 
is certain that there were no easy means of transportation 
from the Atlantic coast into the interior of the country. 
The concentration of these colonists led them to have many 
interests in common, and in the end led to the establishing 
of a new nation. 

At the close of the Revolutionary War there was a pro- 
nounced impetus given to western migration, and in the 
period of about 150 years since that war there has been in 
this country the most remarkable expansion and the most 
remarkable development of natural resources recorded in 
human history. In the flrst few decades the broad prairie 
lands of the Mississippi Yalley were settled, and several 
states established. The s:reat wealth of furs in the Northwest 



26 Inauguration 

and the discovery of gold near the Pacific coast induced 
many venturesome spirits to push beyond the valley of the 
Mississippi and that of the Missouri, across the Great Plains, 
through the Rocky Mountains and the desert regions, and 
finally over the high Sierras to the beautiful valley lands 
bordering the Pacific Coast. 

Following the Civil War came a renewed impetus to west- 
ward migration. More and more of the western part of our 
country was appropriated by settlers. More and more of 
our mineral resources were discovered and developed. Dur- 
ing the same period came the construction of railroads on a 
remarkable scale, and the rapid settlement and great indus- 
trial development of this nation has been largely due to the 
wonderful facilities which the railroads have furnished. 

With the expansion of our great agricultural and manu- 
facturing industries there has come the demand for foreign 
markets. That demand is especially strong today, because 
we now have the ability to produce food supplies and many 
useful articles far beyond our immediate needs. Further- 
more, we need raw materials from foreign lands to maintain 
certain of our industries. For example we do not yet pro- 
duce rubber or silk in any appreciable amount. 

We have as a nation taken on the responsibility of caring 
for many other peoples. With the purchase of Alaska came 
the responsibility of educating, and in many cases supporting, 
the native Indians and Eskimos of that land. 

As we have acquired the Philippines, Hawaii, the Samoan 
Islands, Porto Rico, the Virgin Islands, and the Panama 
Canal Zone, we have assumed duties as a nation which have 
broadened our interest in the world and in the various peoples 
of the world. In the last decade our national experiences 
have led us to appreciate more keenly than in all the time 
before that we are vitally concerned with almost everything 
that goes on in this world. No great disturbance in the 
economic or social life of any nation can take place without 
affecting us. Moreover, we have come to appreciate more 
keenly our moral responsibility. We tried to meet this in 
the great world war, and as a nation we may be justly proud 
of the part which we played; proud not only of the work 



Clark University 27 

that the men did who went to the Front but of the way in 
which every American citizen co-operated to make possible 
the service which we rendered. At the Peace Conference 
we were fortunate in not having any old scores to adjust, 
and we had no desire to take lands or possessions of other 
peoples. 

During the period of rapid expansion and of rapid develop- 
ment in industry and commerce, the horizon of the American 
people has been so broadened that it has become world wide. 
Since the meeting at Versailles w^e have appreciated our 
increased interest in foreign affairs. This is reflected in 
our newspapers and periodicals, in public addresses, and in 
personal conversations. Almost every publication which 
comes to our hands today contains some reference to a foreign 
land. Many of our periodicals are publishing maps and 
describing the resources in distant lands. Great corpora- 
tions have been formed for the promotion of foreign trade. 
Our state department has recognized the geographic pro- 
fession, and is building up a department of geographers. 
Certain states have appointed experts to direct and promote 
the teaching of geography. The army has a department of 
geography in its war college. The Civil Service Commission 
now recognizes the profession of geography. 

During the period of American expansion we have dis- 
covered and somewhat clearly defined the natural resources 
of this country. We appreciate that these resources are 
remarkable in extent and in variety, but that they are lim- 
ited in amount. They have led to the development of great 
wealth, and even with the ever-increasing population there 
has been an abundance for all who would put forth a reason- 
able amount of effort. 

The time has come, however, when these resources have 
been largely appropriated. There are now very limited 
areas of land open to public entry, and those lands are in 
many cases not desirable. The coal, oil, gas, and many of 
the metallic resources have been appropriated. Our forests 
have been largely exhausted. When our ancestors camie to 
this land about 45% of it was covered by forest growth. 
Today the forested areas of New England are very limited. 



28 Inauguration 



The forested region of the Great Lakes, which furnished an 
abundance of lumber during the period of settlement and 
made possible the shipment of wood and wood products to 
other parts of the country and of the world, is now so depleted 
that about six million dollars worth of wood products are 
being imported each year into the region of the Great Lakes. 
We are now drawing largely upon the forests of the South, 
but it is estimated that within a few decades those forests 
will be exhausted, and our one large reserve will be far off 
to the northwest, whence the cost of transportation must 
always be very heavy. 

We cannot now as individual citizens select and have for 
the asking rich farm lands, great coal, oil, or gas fields, or 
valuable forest lands. Even the water rights on streams 
and all the best water-power sites are zealously guarded. 
Natural gas, that most perfect of all fuels, has been for the 
most part wasted. One state geologist reported to the Legis- 
lature of his state year after year that the value of natural 
gas which was being wasted in that state was equal to the 
value represented in a carload of coal being thrown away 
every minute during the same time. Many of the oil fields have 
been exhausted; and it is unreasonable to expect that we 
shall continue to discover oil fields at the same rate at which 
they have been discovered during the past half century. 

One after another our natural resources have been drawn 
upon in the industrial development of this nation. Our record 
is one of extravagance, and, in many cases, of shameful waste- 
fulness, yet there remain in this country vast undeveloped 
resources. Our future industrial and commercial develop- 
ment will depend largely upon the proper use, and that means 
the proper conservation, of the remaining resources. 

We have enjoyed what a geologist would call a period of 
expansional evolution; just as when the seas spread over 
the continents in ancient geologic periods, life in the shallow 
waters found new areas to invade and new food supplies. 
During such periods the amount of life increased rapidly, 
new species developed, and there was apparent prosperity in 
the sea. When those seas reached their maximum expansion 
and the life continued to increase in number, the food supply 



ClarhUniversity 29 

probably became insufficient, for we read in the geologic 
records of such periods of the extinction of species. When 
the ancient seas retreated and the area covered by shallow 
waters grew less, the life therein became more and more 
limited and passed through a period of crowding and strug- 
gling which meant restrictional evolution. 

During such periods in the history of life on this earth 
many species and large groups of animals became extinct. 
Those that survived we think of as those that were best 
able to adapt themselves to changing conditions. 

Have we not reached the period when we cannot easily 
solve our problems as a nation by spreading out, by ex- 
pansion, by the appropriation of more lands and more re- 
sources ? If this epoch has been reached, we must solve certain 
problems for this nation in a new way. 

During the same period of time the other nations of the 
world have been expanding, until all the lands of the world 
that are valuable to man have been taken. There is scarcely 
a scrap of land, not a tiny island in the seas, that is not 
claimed by some one of the nations. Most of the natural 
resources of the world have been appropriated. The picture 
of expansional evolution which I drew for the United States 
is applicable to the entire world, and I raise the question 
again — ^has not the whole world a period of restrictional 
evolution before it? The geologic records show clearly that 
man has been on earth but a brief time. He is, as it were, 
in his childhood, and this great period of expansional evolu- 
tion, to be followed by a period of restrictional evolution, 
may be one of many struggles which he may be forced to meet. 
Are we not facing today definite signs of overcrowding and 
consequent restrictional evolution? What is the meaning of 
millions dying from starvation this winter season in one of 
the countries of the world ? Why should the people in another 
country die by millions following a period of drought? We 
look upon the conditions in Central Europe today as tem- 
porary. We hope they are temporary, but are we certain that 
the resources of that small continent will support the great 
and ever-increasing populations of Europe? 



30 Inauguration 



We must look forward to the better use of all lands and 
of all the natural resources throughout the world, and to more 
favorable conditions for the exchange of commodities to help 
solve many of the problems which the world is facing. We 
shall have almost insurmountable difficulties in attempting to 
educate people to high ideals of citizenship in this country 
or any country unless they are well fed and have comfortable 
living conditions. If we wish to establish new methods for 
solving international problems, if we are tired and disgusted 
with the methods recently relied upon, we must see to it that 
certain physical problems dealing with actual living condi- 
tions in the different parts of the world are first solved. We 
may then, through education, attempt again to establish a 
new point of view in dealing with international questions. 

This brief review emphasises, I believe, the necessity for 
the American people to become cognizant of the resources 
and actual living conditions in the various parts of this coun- 
try and informed as to the resources, the character of the 
people, their hopes and ideals, and the actual living conditions 
in the other countries of the world. We must develop in the 
American people an international point of view. We have 
reached the stage when our future growth, perhaps our peace- 
ful existence, depends upon our judgment in dealing with 
the other peoples of the world. 

II 

With this background may we turn to certain phases of 
the immediate situation in our educational work in America. 
At the time this university was opened there were but few 
opportunities for pursuing graduate studies in this country. 
Clark University at once took a very eminent position among 
the few institutions where research work beyond the college 
stage was being actively promoted. 

Since the founding of this university many colleges in the 
country have established graduate departments. Many uni- 
versities have developed graduate professional schools, and 
today the opportunities for research work in colleges, in uni- 
versities, in industrial plants, and in specially endowed insti- 
tutions are numerous. The difficulty often is in finding men 



C lark U niv er sit y 31 

with sufficient power, imagination, and devotion to research 
to occupy the positions available. 

With all our enthusiasm for advanced studies we have 
unfortunately neglected the development of research work in 
that field which should lead most directly to an understanding 
of the present actual living conditions in this and other lands. 
We have neglected to develop the study of geography in this 
country. In this we have lagged far behind the people of 
central and western Europe. There, geography is taught in 
all the schools leading up to the universities, and in all of 
the leading universities, there are large departments of geog- 
raphy. At the University of Paris there are usually seven 
or eight on the staff who give their entire time to instruction 
or investigations in geography. We are, as far as geographic 
knowledge is concerned, an illiterate people. That means 
that we are illiterate as to the economic conditions in the 
different parts of the United States and in foreign lands. 
We do not as citizens know how to vote intelligently on ques- 
tions of international policy, and yet such questions are 
brought before us almost every day in newspapers, and we 
may expect questions of international significance to be 
brought before us in every succeeding national election. 

Everyone who is going into consular or diplomatic service 
should know the geography of his own country, the resources 
in the different sections, the people, and the problems the 
people are meeting, before he attempts to represent those 
people in another land or court. He should know also the 
geography of the world — know it not simply as place geog- 
raphy, but as the geography which leads to an understanding 
of the hopes, the aspirations of the people. 

Most of us recall geography as an elementary school sub- 
ject. We bounded states, defined islands and peninsulars, 
and named capitals. Perhaps there are some here who sang 
the names of the capes and the names of the capitals in their 
geography lessons. 

Geography today is not merely an informational subject. 
It has become a science, concerned primarily with the inter- 
pretation of present conditions in the world. Each group 
of people is living in what we may think of as a natural 



32 I n a u g u rat i o n 

region. That region has certain physical features; it is a 
lowland plain near the coast or inland, or it is an upland, 
or a mountainous district; it has a certain climate, and it 
has certain natural resources. 

In the study of the physical features the geographers feel 
a close bond of fellowship with other students of the natural 
sciences. They are building up conceptions of the origin and 
history of land forms that stimulate the imagination most 
wholesomely. There is a special pleasure coming from these 
studies to anyone who travels or anyone who reads, and there 
is a cultural value equal perhaps to that which may come 
from the study of any one of the natural sciences. The study 
of the atmosphere is a branch of physics, and the application 
of the laws already discovered is having a direct and very 
interesting influence upon life today. In climatology we see 
an immediate human interest in the study of the laws of the 
atmosphere. When the natural resources are studied, geology, 
chemistry, biology, and many other sciences are called upon 
for contributions. 

Through a study of the physical features, the climate, and 
the natural resources we come to understand the physical 
setting, — ^the stage, as it were, upon which human beings come 
and enact their lives. The people who inhabit a natural 
region are responding to the geographic stimuli. They have 
brought with them traditions and race characteristics which 
determine many of their customs and social institutions, but 
their lives in that particular region depend upon the geo- 
graphic conditions which they find about them. 

Those in one habitat come to require an exchange of com- 
modities with those in another. Trade between these natural 
regions of the world springs up, and all countries become 
bound together by a network of trade routes and lines of 
communication, in the ocean and on the surface of the ocean, 
on the land, and through the air. The remarkable scientific 
and mechanical progress of the last half century has now 
brought the entire world within the range of a few days' 
journey. 

Geographers are striving constantly to understand man's 
effort to adapt himself to the everchanging environment 



Clark University 33 

within the different natural regions of the world. The study 
of history, economies, and the social sciences must proceed 
hand in hand with the study of geography, for we are aiming 
in the end to understand human geography. 

It has been peculiarly unfortunate that most of those who 
have returned to teach in our elementary schools, have had 
no further training in geography then that which they re- 
ceived in the same elementary schools where they are to teach. 
Even those who go through the normal schools usually escape 
without any special training in geography. In the colleges 
and universities the situation is even worse, for very few 
colleges or universities offer any work in Geography. Teach- 
ers, principals, superintendents, and college presidents com- 
plete their training and enter upon professional work with- 
out being influenced by geographical instruction. They do 
not feel impelled to promote the study of geography in their 
schools. 

Dr. Edward B. Mathews of the Division of Geology and 
Geography of the National Research Council has recently 
collected the following data: 

Out of 571 colleges in America 401, or 70%, offer no geog- 
raphy, and if physiography be considered a part of geology, 
then the colleges offering no geography reach to 81%. At 
present 105 institutions give all the college instruction in 
geography that this country offers, and of these only 31 
offer an opportunity for more than two years, and only 9 
offer four years or more of continuous study in geography. 

The University of Chicago now has the best organized and 
most fully equipped department of geography in this coun- 
try. There is not a single institution east of Chicago where 
graduate students are adequately provided for in the field of 
geography. The system of geographical instruction in this 
country must be made complete with work in the elementary 
schools, high schools, colleges and universities, just as truly 
as the instruction and opportunities for advanced studies have 
been provided in history, languages, and certain of the nat- 
ural sciences. 



34 Inauguration 



III 

During the last few years, however, there has been a great 
awakening in this country of an interest in geography. Those 
actively engaged in promoting research work in this field 
have organized the Association of American Geographers. 
There has also been established the National Council of 
Geography Teachers, which aims to improve the teaching of 
geography. This council now has 34 state branches. The 
Journal of Geography is the Property and official organ of 
the Council. The American Geographical Society is appro- 
priating large sums in support of geographical researches in 
Latin America. The National Geographic Society has sent 
out several research expeditions. 

In 1913 my predecessor at Harvard warned me against 
leading too many men into the study of geography, for he 
told me that I could not find places for them. That was true 
then, but it is not true today. During the past year we have 
known of at least forty calls from different institutions for 
experts trained in this field. The calls come from superin- 
tendents of public schools, state commissioners of education, 
from high schools, normal schools, colleges, universities, large 
business establishments, the geographical societies, the depart- 
ment of State and the National Survey. Since coming to 
Clark University I have received several such requests, and 
when I have replied that I could not fill the order, some have 
asked me to place the order on the books and supply the man 
as soon as possible. Even at this time, when educational 
institutions find it difficult to increase their salary budgets, 
many of them are anxious to establish departments of geog- 
raphy. Others are ready to expand their departments of 
geography. These requests represent a demand from the 
American people which the educational institutions are trying 
to meet. 

Many of the large banks and corporations engaged in for- 
eign trade are taking from our educational institutions men 
trained in geography and offering them large financial induce- 
ments to leave the academic work. I predict that the young men 
trained in economic and commercial geography will be called 
to assist in the development of our great manufacturing and 



Clark University 35 

trading industries just as the economic geologists have been 
called into mining, metallurgy, and exploratory work for 
mineral resources. 

lY 

After a careful study of the needs in higher education in 
this country the Trustees of Clark University adopted plans 
which, if successfully carried out, will lead to the develop- 
ment in Clark University of a department unique in America 
and pre-eminent in its special field. It will be a department 
which should help to fill a real gap in our educational system, 
and make important contributions to the work of all schools 
in America. It will be a department where a large part of 
the resources available and a large part of the energy of the 
staff will be devoted to the promotion of research work and 
productive scholarship. It should enrich the cultural values 
in education and make important contributions bearing upon 
industrial and commercial problems and upon many other 
national and international problems before the adult citizen- 
ship of the United States. 

In addition to the regular collegiate courses and to graduate 
work in certain of the strong departments for research already 
established, we shall offer to teachers, to men entering large 
business enterprises, especially international trade, to all those 
who wish to enter consular or diplomatic service, special facili- 
ties in the study of geography. It will be our policy to estab- 
lish and develop a graduate school in geography ; a school with 
a staff of experts who must become familiar with the geog- 
raphy of the different parts of the world ; not entirely home- 
made experts, but experts who, by means of frequent visits, 
active correspondence, and constant study of a given portion 
of this earth, keep up to date in their knowledge of the actual 
conditions in the different countries. 

The laboratory for the staff in such a school is world wide. 
No one member of the staff will ever see all of that labora- 
tory, but the laboratory work is as essential as it is in the 
development of the sciences of physics, chemistry, and biology. 
Just as field work has been absolutely essential in the devel- 
opment of the science of geology, so it is essential in the scien- 



36 Inauguration 



tific study of geography. Our representatives must have a 
first-hand knowledge of the people whom they are studying 
and the conditions which they are describing. They should 
return from their laboratory studies full of enthusiasm, with 
up-to-date information, ready with their pens, ready to teach, 
and ready to prepare new maps. They should put new life 
into the institution. We must look forward to developing 
for America a great bureau of information regarding the 
present conditions in this and distant lands. We must look 
forward to the preparation for American educational institu- 
tions and for American industrial interests of experts in the 
geographic fields of study and service. As the research work 
of the members of this staff progresses, we will look forward 
to the appearance of a series of authoritative volumes on the 
geography of this and other countries. 

Our library will be enlarged to meet the needs in those 
fields of study in which special opportunities are offered, and 
we may confidently predict that it will, within a few years, 
become the most complete geographical library in America. 
AVe shall welcome special students, explorers, and authors 
who wish to make Clark University library their headquarters 
while they are preparing manuscripts for publication. 

AVe have already been asked by citizens of Worcester to 
found a Geographical Society in this city. Such a society 
would naturally invite as speakers explorers, travellers, and 
eminent scientists. We have been asked to establish corre- 
spondence and extension courses in geography and in indus- 
trial history so that teachers who cannot return to college 
may become better prepared for the work they find they must 
do. Through our summer school we hope to serve teachers. 

V 

Our policy will, I believe, react very favorably upon the 
collegiate division of the University. With the union and re- 
organization of the faculties the curriculum of the college 
should be enriched, and we shall expect every one who is 
added to the staff of Clark University to offer some instruc- 



t%. 




Portrait of 

AUGUSTUS GEORGE BULLOCK 

by 

Leslie P. Thompson, Boston 



Clark University 37 

tion to the undergraduate students. Every Clark College 
man should have the opportunity of meeting and working 
with the various members of the staff, and we shall limit 
the number of students in the college so that all of the instruc- 
tion may be given by well-trained experts. I trust that the 
work offered and the college life provided will be such that 
the man who has an opportunity to attend Clark will appre- 
ciate that he is very fortunate. There are certain distinct ad- 
vantages in attending a small college. 

Throughout the work of the entire institution our aim shall 
be to co-operate in the training of American citizens. We 
shall use whatever knowledge we have available as a tool in 
the training of young people. The passing of courses is not 
a guarantee of an educated man. We shall look more for 
growth in power, for growth in moral and intellectual in- 
dependence. 

VI 

This nation has closed the period of great physical expan- 
sion, and is facing new problems in internal development; it 
has closed the period of isolation and is facing new problems 
of international relations. We must from now on have at 
our command a knowledge of the geography of the world. 
We must develop in the American people an international 
point of view. Our education should lead not only to the 
development of broadminded, noble, and generous American 
citizens who will intelligently sympathize with the people of 
all nations, but to broadminded, noble, and generous citizens 
of the world. 

RECEPTION 

At the close of the exercises in the gymnasium there was 
a reception in the Art Callery at the Library. A feature 
of the afternoon was the hanging of an oil painting of 
Augustus Ceorge Bullock by Leslie P. Thompson of Boston. 
Mr. Bullock has been a member of the Board of Trustees 
since 1902 and was President of the Board from 1905 to 1919. 



38 Inauguration 



DINNER 

At half past seven in the evening the Trustees gave a dinner 
at the Bancroft Hotel to about 250 guests. 

Chief Justice Arthur P. Rugg 

Presided and introduced the following speakers: 

His Honor the Mayor, Peter F. Sullivan 

It is my happy privilege as Mayor of Worcester to extend 
a hearty greeting to the new President, Wallace Walter At- 
wood, of Clark University, and to assure him that the City 
of Worcester, the Heart of the Commonwealth of Massa- 
chusetts, welcomes him to her midst as a valuable addition to 
her list of distinguished citizens. 

It is not amiss at this time to express the hope and the con- 
viction that Worcester will be benefited by Doctor Atwood's 
coming, and that Doctor Atwood will be pleased with Wor- 
cester. Of the former I have very little doubt. I trust that 
Worcester will so grow on Doctor Atwood that he will soon 
love our fair city — (I think he does even now) — as do those 
of us who have lived here for a longer time than he. 

It is also a pleasure to extend the greetings and welcome 
to our fair city to the distinguished educators who have vis- 
ited here, to pay honor to Clark University and its new 
President. Worcester indeed feels proud to be the host of so 
many distinguished men of letters at this time. I have seen 
a number of inaugurations, I have even participated in some, 
but never before have I heard of one man being inaugurated 
the second President of a University, the third President 
of a College and the first President of a combined university 
and college at the same hour. This, I understand, is what 
has taken place to-day, with all the honors going to Doctor 
Atwood, the "end-man" (referring to Dr. Atwood's seat at 
table) of this occasion. 

It is a great pleasure to learn that Dr. Atwood plans to 
make Clark University a living vital force in Worcester, a 
force for good, a force which will spread not only the name 
and fame of Clark but also of AVorcester throughout the 



ClarkUniversity 39 

United States, — ^yes, throughout the world. Clark, by living 
up to her ideals, will be of inunense help to Worcester, and 
Worcester will, let us all hope, do her share for Clark. 

Let me say to you. Doctor Atwood, in behalf of the City 
of Worcester, as its chief executive, I congratulate you and 
bid you God speed on your noble mission. 

Dr. G. Stanley Hall 
Former President of Clark University 

If I had followed my own personal preferences I should 
not have been heard or even heard of to-day because in all 
these exercises our faces are turned toward the rising and not 
toward the westering constellation. If I died officially last 
September, I am now buried ; and, indeed, the too kind things 
said of me suggest the precept De mortuis nil nisi honum. 
If my voice is one from the tombs, I am glad to report 
that I find this kind of postmortem life a very real, very 
happy, and very busy one. It is especially happy because I 
am so fully persuaded that Clark enters to-day upon a more 
distinguished and useful career of service and that the change 
of administration came at or near the psychological moment. 
If it is not a little too late, it certainly is not too early. 

When President Eliot first assumed office at Harvard, he 
changed many things for the better, and Oliver Wendell 
Holmes, who had taught Anatomy at the Medical School in 
the same old way for thirty years, asked him why all these 
changes, which he felt unsettling; and Eliot replied, "Pro- 
fessor Holmes, Harvard has a new president." I know 
nothing of President Atwood 's plans, but my admonition to 
all my colleagues on the professorial staff, especially the 
older members, is to realize that Clark has a new president 
and that changes, perhaps greater than they anticipated, are 
inevitable, and to loyally adjust to them, whatever they may 
be, as I certainly shall most heartily and unreservedly to 
any modifications of ''my policies;" for methods and ideals, 
as well as men, come and go, but institutions, like Tennyson's 
brook, "go on forever." 



40 Inauguration 



The College and University, I believe, needed a more or 
less separate administration during the years of their imma- 
turity. But now they are old enough to marry, and I want 
to throw my handful of rice, a symbol of fertility, as they 
begin their honeymoon. They will be, as Webster said of 
liberty and union in his great peroration, "henceforth and 
forever one and inseparable," and I believe with very great 
gain to both. IVIr. Clark, I long ago saw, was wiser than I 
in insisting upon the establishment of a college, without which 
the University, under our conditions, would sooner or later 
prove an air-plant with no deep roots in the local soil ; or, to 
change the figure, it would be a structure without a stable 
foundation. 

In this selection of a new president I see a triumphant 
justification of our American system of academic admin- 
istration. The Faculty, including myself, had the selection 
been left to us, would have chosen less wisely. It needed 
the broad view of sagacious men not so near the inside work- 
ings of the institution as to fail to get the right perspective. 
Now that the Board has come forward and discharged this, 
its supreme function, so wisely and well, getting, as they had 
to do, a closer and more detailed inside view of things in so 
doing, may I venture to express the hope that henceforth 
in all matters of appointment, promotion, courses, degrees, 
and everything else internal they will leave everything to the 
official of their choice, as they so signally and uniquely did 
for me. May I even express the hope to my former col- 
leagues on the teaching staff that they will not press the 
demand now so often made in so many colleges and uni- 
versities that they be represented on the Board. Even the 
president, until our constitution is changed, can never be a 
member of it. This was a wise provision of the Founder for 
it greatly facilitates one of the president's chief functions — 
of representing the Faculty to the Board, and the Board to 
the Faculty. The alumni of both University and College 
are now admirably represented in the Board as its President 
and Secretary respectively, and I would strongly urge my col- 
leagues to reserve their pressure for faculty representation 
upon it as a counter measure to be used only when the Trus- 



Clark University 41 

tees show a disposition to have their body represented on the 
professorial staff. When the Trustees nominate his honor, 
the Chief Justice of the Commonwealth, for the chair of 
chemistry or make the President of the Board professor in 
non-Euclidean geometry, then will be the time to seek a re- 
vision of our charter, which forbids anyone to be both pro^ 
fessor and trustee. For myself, there is nothing I would do 
to-night more gladly, if I could, than transfer to my suc- 
cessor all the many expressions of good-will I have lately had 
from Trustees, Faculty, Alumni and Students, and I hope 
that this to me precious asset may henceforth be his in a meas- 
ure ever increasing. 

On the morning of the opening exercises thirty-two years 
ago last September 23, the Rector of the University of Berlin, 
whom I had met, cabled us the three words, Vivat, Crescat, 
Floreat. I am sure that these words express not only what 
all of us Clark men but all the other institutions represented 
here, and those not represented, feel for the institution as 
it begins its new dispensation. Perhaps the relation of the 
past to the future will prove to be as the Scholastics said the 
New Testament was to the Old — in the Old, the New lay con- 
cealed; and in the New, the Old stands revealed. 

Here I would fain close, but in the time assigned me I will 
briefly try to indicate my own ideals of the present academic 
situation in this country. 

When I asked my dentist the other day why he hurt me so 
cruelly, when the same operation on the other side, eight years 
ago, was painless, he replied that he now had to use American 
instead of German novocaine, which was far inferior as an 
anesthetic, for we have not yet learned to make the real 
article. In looking over Kahlbaum's catalogue of hundreds 
of chemical compounds necessary for every research labora- 
tory, I was told that only a very few of these can yet be pro- 
duced outside of Germany and that our chemical industries 
have focussed upon nitrates, dyes, and a few other large- 
scale products which bring greater profits. If we turn to 
other departments, ever since the Reformation, German schol- 
arship has led in all Biblical studies, giving us the higher 



42 I nau g ur at io 



criticism, and its preeminence has been no less in the study 
of the classical texts and history. Our professors of phil- 
osophy have largely concerned themselves with problems of 
German origin from Kant to Schopenhauer and Nietzsche. 
Biological work has for two decades focussed on the theories 
of Weismann and Mendel, both Teutonic, and in every psy- 
chological laboratory the name of Wundt outranks all others, 
while Freud has more lately given us another group of great 
and new ideas working as leaven not only in the studies of 
the human soul, morbid and normal, but in art, literature, 
religion, history, and daily life. Our students of all the 
exact sciences are now agog over the theory of relativity as 
represented by Einstein, another German. For decades our 
best graduates who desired to specialize have gone to Ger- 
many, where so many of our professors have been trained, so 
that the apex of our educational system was long found there. 
This was all in accordance with the policy laid down by 
Fichte only a little more than a century ago in his famous 
address to the German nation when Napoleon had annihilated 
the Teutonic armies and crushed the Teutonic spirit, and 
with his spies at the door. His thesis was that Germany must 
become the educational leader of the world and must thus 
rehabilitate herself from the bottom up and realize that all 
her power henceforth must come from knowledge. 

To-day this leadership is gravely impaired, if not forever 
shattered, and why should not this country — now the richest 
in the world, spending more money for education, as we 
have been lately told, than all Europe combined — aspire to 
this succession. Why may we not at least indulge the pipe- 
dream of some time turning the tide and bringing European 
graduates here. Of course science is universal and knows 
no national boundaries, but we have now opportunities and 
possibilities in this direction undreamed of before and not 
yet fully realized. 

Not only does democracy, if it is to be made safe for the 
world, require education of its citizenry much above the 
mental age of thirteen and a half years, as represented by 
the average intelligence of our two million soldiers tested. 



ClarTi V niv er sity 43 

but the world, and perhaps especially this country, is crying 
out for new and abler leaders in every department. Our 
statesmen need broader training in international relations; 
our captains of industry need to look farther afield and far- 
ther ahead; our scholarship needs to be more productive. 
Never was there such a call for trained ability in every field, 
and never so many vast problems wide open. 

Hundreds of our colleges and universities have lately made 
'^ drives" that have bettered the salaries of professors, as 
indeed they had to; but the presidential reports I have 
looked over are occupied chiefly with details of the mechanical 
problems of how to train the now rapidly increasing number — 
but, as most agree, with relatively declining quality — of stu- 
dents that crowd their halls. 

In many an industry we hear the complaint that as wages 
have increased, the amount and quality of work have declined, 
and it behooves us to ask seriously if there is danger of a 
similar deterioration in our higher institutions of learning 
along with the increase of salaries. 

Perhaps we should no longer insist upon any hard and 
fast line of demarcation between pure and applied science, 
but it is significant that at the recent holiday meeting of one 
of the oldest and best established scientific societies, eighty 
per cent of the papers were read by non-academic representa- 
tives of science, while in our National Research Council and 
the Privy Council of Scientific and Industrial Research in 
Great Britain and the regenerated International Research 
conference, to say nothing of the constant inroads that indus- 
try is now making as never before on academic staffs, it is 
impossible not to see that we are called upon to do a great 
deal of careful thinking just now as to the relations between 
Culture and Kultur. 

I agree with our distinguished alumnus. Professor Wheeler, 
that for the most part research can no more be organized and 
administered than we can organize love, literature, art, or 
religion, although in a few larger investigations cooperation 
can now do more than ever before. The psychology of the 



44 Inauguration 



spirit of researcli, which is the native breath and vital air of 
the true university, bottoms, I think, upon the primitive 
evolutionary urge that has made man the lord of creation. 
We love knowledge because it is power. As man has domesti- 
cated over one hundred species of animals, using for his own 
benefit their strength, their instinct, or their keener senses, 
so he strives to command the powers of nature and to become 
captain of his own soul. Thus research in my thought is 
the very apex of creative evolution and is the highest vocation 
of man. He who reveals and teaches us to command the 
world without and within is the chief benefactor of the race, 
the true prophet, priest, and king in our day. Productive 
scholarship and investigation is also the greatest joy that 
life affords to mortals, and as I view the world, the uni- 
versity should be not only the shrine but the power-house 
of this spirit, and everything calls us and our country to-day 
to a new leadership here. This spirit ought to ber for the ne^C- 
post-bellum epoch now opening what the Holy Ghost was to 
the early Church, for in it the higher powers of man have 
their chief deployment. 

There is one final lesson from the Church that I think we 
may now lay to heart. Beside and above all its elaborate 
medieval organization, even when it was at the height of its 
power and aspired to universal dominion its greatest leaders 
always felt that above and beyond it was the Church In- 
visible, eternal, not made with hands, the membership of 
which consisted of everybody, everywhere who strove su- 
premely for righteousness. And the sentiment I propose 
is the University Invisible, composed of all those everywhere 
who are smitten with the passion of adding even a tiny brick 
to the splendid temple of Science, which is the supreme 
creation of man, but who are, nevertheless, convinced that of 
this temple we still have only the foundations, that the most 
imposing part of the structure is yet to be reared, and feel 
the call of the spirit to make some original contribution of 
their own toward its completion. For the true university 
is, after all, only found in the investigator's state of mind. 



ClarkUniversity 45 

William Morris Davis 
Professor of Geology^ Emeritus, Harvard University 

From the standpoint of three-score-years-and-ten, it is 
rather retrospect than prospect that suggests itself on this 
occasion, particularly when one speaks of Geography because 
the retrospect is a very wonderful one. An enormous amount 
of geographical work has been accomplished; so much that 
one might say that what remains to be accomplished must 
be but little. And truly for those whose ambition it is to place 
their feet where no human foot has ever trod, that view of 
geography is perhaps right. But there is another view: for 
one who wishes to turn his head to geographical problems 
that no human head has ever solved, there is an enormous 
future waiting. 

It is true that the adventurous era of geographical dis- 
covery is almost past. The world in the rough sense is known ; 
the continents are all defined, the higher mountains are 
located ; that sort of work has been done. But when it comes 
to the studious observation and careful description of the 
regions of the world, it must be said that the regions thus far 
thoroughly studied and described are very few. Few states 
of our own country are fully known. Those who live in a 
state know it locally ; those who do not live in it know it very 
imperfectly, because there are no published means of know- 
ing it thoroughly. It is the same with all the rest of the 
world, except parts of Europe. Therefore, literally, a world- 
wide future task remains in the more serious, mature, earnest 
study of the regions of the world. That is the future field 
of geographical study. 

And it is to this wide field that Clark University is now 
in a large measure to address itself — ^a field so wide that one 
must wish to define it and perhaps to limit it somewhat, all 
the more when one understands that its limitation involves 
a rather interesting, indeed an extraordinary problem which 
demands illustration. 

Literary men sometimes tell us of marvels. A poet sings : 



46 Inaugu7^ation 



"Folk say, a wizard to a northern king 
At Christmas-tide such wondrous things did show, 
That through one window man beheld the spring. 
And through another saw the summer glow, 
And through a third the fruited vines a-row, 
While still, unheard, but in its wonted way. 
Piped the drear wind of that December day." 

Is it not marvellous that three seasons could be seen at one 
time from three windows, "while still unheard but in its 
wonted way, piped the drear wind of that December day!" 
That is the wizardry of imagination. But let me show you 
how far the facts of science transcend it; for if you should 
call, not upon a poet in a tower with three windows, but 
on a group of learned men in a tower with only one window, 
see the miracle that they would perform. The geologist would 
say : "Do not think of me as one concerned only with fossils 
in a museum; look at the wide prospect out of that window, 
that is my field: the world!" The botanist, although some- 
times occupied with pressed plants in a herbarium, would point 
out of the same window and say: "That broad prospect, ver- 
dure-clad, is my field." The historian, not always occupied 
with archives, would say, pointing out the same window: 
"There, outdoors, is the real stage on which the drama of 
history is played." The economist, leaving his dry statistics, 
but pointing out of the same window, says: "Mine is that 
great out-door field, on which human activities are built." 
And the geographer says, with better right than any : ' ' That 
is my field. I take the earth." 

This fable teaches how much greater are the marvels of 
science than of poetry. Out of only one window, scientific 
men may see all these varied prospects, while the poet had 
to take three windows for his miracle. But science also 
explains its miracle: for all these different views of the 
same prospect, each claimed by its special science, differ 
not so much in the things that they study as in the way that 
they study them. Certain facts, treated in a certain manner, 
may constitute the main content of a given science; but if 
the self -same facts are taken up and treated in another way 



ClarkUniversity 47 

they become the standard materials of another science. With- 
out attempting to define geology, history, and the rest, I 
wish to emphasize the truth that the main object of geograph- 
ical science is to give us vivid, living pictures of the land- 
scapes of the world. 

Each of us knows his home landscape. How few of us 
know distant landscapes; and how difficult it is, if we wish 
to learn about them, to find sufficient sources of information ! 
We may know how many miles wide a state is, how many 
thousands of population it contains, but what are the living 
landscapes of the state? It is singularly difficult to form 
a true concept of the regions of the world, in spite of all the 
geographical work already done upon them. 

It is therefore a great field to which this University is 
about to direct special attention. Although I shall not live 
to see the fruition of the effort, I venture to suggest some 
of the lines along which advance toward fruition may be 
made. They concern the methods and the means of studying 
the landscapes and regions of the world. 

Geography as studied in different nations has become more 
or less specialized. The British are wonderful explorers; 
they go out to distant parts of the world and come back home 
again; but they are not very good in telling the rest of us 
what they have seen. Their explorers have been everywhere, 
and they have acquired a vast part of the earth for their 
own empire; yet it is extremely difficult to learn from those 
active explorers what their empire really is. The French 
have developed a very distinctly historical school of geog- 
raphy; their methods are very scholarly but they incline 
so far towards history that one wonders after all if they are 
not producing geographical history instead of geography 
proper. The Germans, with something of their characteristic 
profundity, have plunged too deeply into geology, and as a 
result bring into their geography a quantity of irrelevant 
erudition that delays the understanding of the plainly visible 
landscape; they know so much and tell us so much of what 
they know that the plain thing before us is rather obscured. 
The American school, if there be one, has been not so much 
over-developed on the geologic or physiographic side, as not 



48 Inauguration 



enough developed on the humanistic side. It is to the better 
balanced development of an American school of geography 
that I hope the new President and the future professors and 
students of this university will devote themselves. Let the 
geography that they teach and study contain no irrelevant 
matter; let it have a truly geographical flavor; and let it 
pass beyond the merely utilitarian field into purely scientific 
research, like the research of astronomy. 

How greatly has the world been moved recently by one 
of the most famous of Americans, Michelson, because of 
his discovery of a method for measuring the diameter of the 
stars : what an absolutely useless discovery, yet how superb I 
Let us therefore hope that geography, with all its enormous 
practical value, as indicated in the address of your President 
this afternoon, will not stop with simply utilitarian study; 
let us hope that there may be in the future as great a thrill 
when some remote and lofty geographical discovery is an- 
nounced as was felt w^hen Michaelson told us that he had 
measured the diameter of a star. 

Let all the elements of the subject and all of its utilitarian 
applications be looked into fully, but let the University go 
on and build up the highest kind of scientific geography. I 
firmly believe that the geographer will never get the best 
out of his science until he plunges as far ahead as possible 
into topics that may have no apparent or immediate appli- 
cation. 

Now what are the material means by which scientific geog- 
raphy may be best pursued? There must be, in the first 
place, a good number of professors of geography, at least 
one for a continent, as well as instructors and assistants, 
laboratories and libraries. The professors must not spend 
all their time at their desks; they must be appointed on a 
plan which shall enable each one in rotation to spend a con- 
siderable fraction of his time, about one year in every five 
or six, away from the University, in his own special field of 
out-door research: and on his return he must not be at once 
plunged into administration or teaching, but must have a 
sufficient measure of free time to work up the results of his 



Clark U niv er sit y 49 

field study. Further: when he is sent out for exploration 
or research, he must not go on half pay; he ought to have 
double pay, for it is a great deal more expensive to carry 
on geographical work in central Asia than in Worcester! 
If it is desired that the future professor of geography in 
Clark University shall do real geographical research, double 
his pay in those years when he is sent off to foreign lands; 
and on his return give him the fullest opportunity to write 
out his results. For the following year, he may have con- 
ferences with advanced students on special problems, but he 
should be largely free to make the best of what he went out 
to get. 

As to students; do not wait until they have finished 
their graduate work before sending them into the field; but 
as soon as they have had fair preparation and have shown 
good capacity, give them the very best means of development 
by despatching them to distant places where they must 
work largely alone, or perhaps in pairs, on new problems; 
provide them with sufficient means not for luxury but for 
success; let them remain six months at least, perhaps a year. 
Then, when they come back again, see that they spend 
sufficient time in working up the results of their explorations, 
and let their reports serve as their theses for the doctorate. 
Do not accept for a thesis a little home problem, but demand 
a good large problem, the solution of which will test a stu- 
dent's mettle. A thesis prepared in this way should present 
a region or district of the world so clearly that others can 
see it for themselves. 

The establishment of a graduate school of geography is 
a dream that I have long had, but I hardly imagined it pos- 
sible to see the beginning of its realization; yet from what 
we have heard to-day the dream may become a reality and 
it is with that prospect before you, Mr. President, that I 
salute you in your new position. It will be a great pleasure 
to watch your progress along the path that you have marked 
out. Let me wish you every opportunity and every success, 
and to these congratulations of my own, I beg leave to add 
those of the old university which I have the honor to represent. 



50 Inauguration 



George Roberts 

Yice-F resident of the National City Bank, of New York 

I am here, as you know, in the humble capacity of a sub- 
stitute. Few would be qualified to take Mr. Vanderlip's 
place in any discussion of international relations, and I do 
not assume to fill his place. Before leaving this morning, he 
gave me a letter which he requested me to read to this com- 
pany, and which I know you will be glad to hear. It is 
addressed to Dr. Atwood. 
''My Dear Doctor Atwood: — 

' ' I doubly regret my inability to be present at your installa- 
tion as President of Clark University. 

"I should like to do my small part in paying you honor 
on this occasion, and my inability to keep my engagement 
would, for that reason alone, be a source of regret. 

"The occasion has, however, to my mind, a deeper signifi- 
cance than ordinarily attaches to the installation of a new 
president of an institution of learning, important as that 
may be. 

"In taking the step that you are, leading as it will to new 
endeavor for higher education and in putting a fresh emphasis 
upon the importance of geographical studies which the new 
plans for Clark University contemplate, you are, it seems 
clear to me, taking a leading part in a movement of deep 
significance, and I am sorry to miss the opportunity which 
the occasion would have made for saying a word in regard 
to what I believe is the practical value of such a movement 
to American business. I am not thinking so much, either, 
of business as measured by mere statistics of imports and 
exports, as I am of the larger consideration of the practical 
value of such an undertaking to the proper economic and 
social development of the American people. 

"There is, perhaps, no fact which has more profoundly 
impressed me than the vast growth in the world's population 
and the significant social and economic results that flow from 
it. The world's population has much more than doubled, 
in the life-time of a man. A better economic organization of 
world affairs must be achieved if we are to have any assurance 



Clark TJ niv er sity 51 

of peace between nations or any solid promise of a continued 
advance in the general standard of living. A fundamental 
basis for a better economic organization of the world is a 
better scientific understanding of world resources and a wider 
dissemination of geographical knowledge. 

''If that is true, and it seems clear to me that it is, you 
are assuming, along with the honors of a college presidency, 
a great responsibility, and there is open before you a great 
opportunity. I sincerely hope that you will realize in the 
largest way the possibilities of that opportunity. 
"Faithfully yours, 

"Frank A. Vanderlip." 

I will take for the text of my remarks the reference which 
Mr. Vanderlip has made to the increase of world population. 
I do so because I have been myself profoundly impressed 
with the fact. I do not think the people of this country, 
or of the world, have begun to appreciate the significance, 
the influence, upon social and political conditions in this coun- 
try and throughout the world of the occupation of the Miss- 
issippi Valley. I am impressed by it perhaps because that 
was my birthplace. To a great extent the settlement of the 
Mississippi Valley has taken place in my life time. 

Now, I know that this question of the pressure of popula- 
tion upon natural resources is not new; it has been gravely 
considered before, years ago. It is just about 100 years ago 
since Malthus wrote his famous essay upon Population ; Eur- 
ope was passing through hard times, the times during and 
immediately following the Napoleonic wars; Europe was 
thought to be over-populated at that time. The outlook for 
the future for the masses of the people seemed to be very 
gloomy. It looked as though the command of man over the 
resources of Nature was hardly sufficient to assure a miserable 
living for the population, to say nothing of ameliorating living 
conditions. College men, statesmen, clergymen, the leaders 
of society, gravely discussed plague and starvation and war 
as perhaps necessary agencies for holding the population in 
check. But the development of the steam engine and the loco- 



52 Inauguration 



motive, and the opening of the Mississippi Valley changed 
all that. But changed it for how long? 

My father was born in Central New York; when he grew 
up to be a man and looked around to see what he would do 
for a living, it seemed to him there was no longer much of 
a chance for a young man in the State of New York (that 
was about 1840), and he determined to go to a new country. 
He fixed upon the Territory of Iowa, and so it came about 
that I was born in the State of Iowa. You geographers may 
be interested to know what seemed to be the most direct 
route — he took the Erie Canal route, down to New York 
City and a sailing vessel for New Orleans and went up the 
Mississippi River. 

There were about 17,000,000 people in the United States 
when my father went to Iowa, and my children, if they live, 
will see 200,000,000. There were about 175,000,000 people 
in Europe at the close of the wars with Napoleon, and about 
450,000,000 now. And all these people and their descendants, 
the increasing population must be fed and clothed and housed, 
and the ability to do it depends largely upon access to the 
soil and to command over the resources of Nature. 

The statesmen of Europe always said that the real test of 
American institutions would come when the free lands were 
closed. I remember reading long ago in the Essays of Ma- 
caulay his side of the discussion with someone (I have for- 
gotten whom) over the question of enlarging the suffrage 
in England. It was perhaps eighty years ago ; and Macaulay 
(who was a liberal for his day, a member of the Liberal party, 
the Whig party at that time) , was opposed to the enlargement 
of the suffrage, and the reason he gave was that you could 
not expect the masses of the people, if they had power put 
into their hands, to consent to such an accumulation of 
capital in comparatively few hands as was actually neces- 
sary for the development and progress of industry and for 
the best interests of the entire population. His opponent 
answered him by pointing to the example of the United States 
and the success of democratic institutions in the United States ; 
and I remember Macaulay 's answer. He said, ' ' As for Amer- 
ica I appeal to the Twentieth Century ! ' ' 



ClarkUniversity 53 

The Twentieth Century is here, and all the problems that 
Macanlay predicted are before us to-day. 

Throughout all our past, there has been always fresh fertile 
land further West, beyond the settlements, to which the popu- 
lation continually overflowed. It has been a safety valve 
to society in the past. Those days are gone; the free lands 
are gone ; the cheap lands are gone ; there still may be a great 
increase in food production in the United States, but it must 
come, in the future, from lands upon which there must be a 
considerable expenditure of capital in preparation, in drain- 
age, in irrigation, in clearing cut-over lands, etc., and by more 
scientific methods of agriculture. 

It is like this as to our other resources. Time was 
when New York was a great timber state. Pennsylvania, I 
think no farther back than 1870, led all States in the pro- 
duction of timber. Now, New York and Pennsylvania get 
their lumber from other States, largely from the South; and 
v/ithin ten years, four-fifths of all the lumber mills that are 
cutting lumber in the southern states will be shut down be- 
cause the tributary timber will be gone, and then all our 
timber will come from the Pacific States, and eventually the 
price of lumber must be high enough to pay for growing 
timber. 

Thus, we see that as the population increases, the strug- 
gle to maintain and advance the standard of living becomes 
constantly more severe. As population increases and as the 
natural resources are depleted we are dependent upon the 
higher and more effective organization of industry and the 
gains by invention and scientific discovery. The situation in 
recent years has put the whole industrial organization under 
strain. Our wage-earners have felt that their wages were 
not reaching quite as far as formerly and have wanted more 
pay. Business men have felt their costs were increasing and 
profits diminishing, and have tried to push up the prices 
of what they had to sell. Everybody has been reaching out 
to recoup himself somewhere, and everybody wondering what 
was the matter and suspecting that somebody was to blajne. 
It does not follow that somebody has been to blame. We have 



54 Inauguration 



not been getting so much for nothing as we did when our 
cattle were pastured on the public domain. 

All this affects us vitally. It has a bearing upon our na- 
tional policies. Like all new peoples and new countries we 
have been anxious to develop our resources, to increase our 
population, to make ourselves industrially independent. We 
have pursued w^hat we have called a policy of protection to 
all our home interests for the purpose of doing so. It is 
a natural policy for a new people to pursue. Even the 
daughter Dominions of Free Trade England do the same; 
but a change has come over the situation. During all these 
years in the past, we have been exporters of food stuffs and 
raw materials, and the duties which were nominally levied 
upon them were not actually effective upon the cost of these 
things, because we were exporting them at that time. That 
situation has changed and the time is coming, and near at 
hand, when we must make our decision as to whether we 
will integrate our industries to the industries of the world, 
develop our industrial system as a part of the industrial 
system of the world, or whether we will choose a policy of 
isolation and exclusion. 

You have here in New England a great shoe industry which 
has demonstrated its ability to meet competitioji in all parts 
of the world, but can the shoe industry do that, if it is obliged 
to pay a duty on imports of hides which will lift it above 
the level of costs for the rest of the world 1 And the same 
question comes up as to every duty which increases the cost 
of living to the wage earner and which requires that he shall 
he compensated in his wage for the higher cost of living. 
We have just now, in Congress, a bill pending, directed par- 
ticularly at our neighboring and friendly country, Canada, 
against importations, especially food. This country is an 
exporter of wheat to-day. We have exported over 200,000,000 
bushels of wheat since the 1st of July, and our importations 
of wheat from Canada have been something like 30,000,000, 
much of which has gone through this country to foreign coun- 
tries; and yet, largely by our habits of thinking in the past, 
attention has been fixed upon those small importations of 
wheat without regard to the great exportations of manufac- 



ClarkUniversity 55 

tured goods from this country to Canada. Our exports to 
Canada in the last year, in round numbers, were $971,000,000, 
and our total imports from Canada, including agricultural 
products and all products, have been about $611,000,000. 
That is to say, Canada, on balance, owes us over $360,000,000 
on the trade of last year. Is it reasonable, is it business-like, 
to see only the $600,000,000 coming in, and disregard the 
$900,000,000 going out? 

These are some of the questions which, are becoming prac- 
tical questions for us to solve, questions of our geographical 
and economic relations with the rest of the world. It is a 
question of mutual interests, and of our own interests, in the 
broadest sense. The fundamental fact about world relations 
and all economic relations is this mutuality of interests, and 
yet that fact is so faintly comprehended that we have a world 
of rivalries and antagonisms that at times break out in war. 
The responsibility for war does not rest entirely with the 
country that fires the first gun. The spirit of war is devel- 
oped in these mistaken ideas about national interests. If two 
peoples believe that their vital interests are fundamentally 
in conflict, that there is an irreconcilable rivalry and struggle 
between them, if each believes that the future of its country 
and of its children is at stake, why of course they will fight — 
there is nothing else to do, it is an inevitable outcome. 

That whole conception of international relations is funda- 
mentally wrong. It is based upon the theory that there is 
danger of constant over-production, that there mil not be 
a market for products; and that whole theory of over-pro- 
duction is an insult to the intelligence and aspirations of the 
people. 

The people of this country live upon a level of comfort 
that is far above that of any other people of the world, and 
yet it is far below the level of their own wants and their 
own proper aspirations. There is no danger of any such 
thing as general over-production. There may be an unbal- 
anced production; there is that throughout the world to-day. 
The people of every country of the world to-day are sitting 
upon their piles of products, eager to buy and sell and unable 
to do either because there is a state of unbalanced production, 



56 Inauguration 



due to the disorganization caused by the war. But there is 
no such thing as general over-production. If we could get 
that idea out of the minds of the public, and out of the 
thought of the business world, it would mean a great gain 
for friendly relations. 

The great problem of to-day is, to so organize, to so co- 
ordinate, and integrate and balance the industries of the world 
as to provide the greatest possible amount of all the comforts 
of life for the masses of the people. That is the great appeal 
to the enlightened and constructive forces of the world. 

Dr. John H. Finley 

Former President of New York State University and Commis- 
sioner of Education of the State of New York, Associate 
Editor of the ''New York Times'' 

I do not know what can recommend me to your attention 
at this time of night. I cannot even claim such ancestry as 
that which Mr. Roberts has; my ancestors came over in a 
boat, probably named the "Shamrock" — if not the ''Sham- 
rock," the "Thistle." I early in life, in a co-educational 
institution out in the West, learned the futility of endeavoring 
to compete with descendants of the "Mayflower" — so I mar- 
ried one. 

All I can say, in recommending myself to you, is that I am 
now the ancestor of three descendants of the ' ' Mayflower. ' ' 

I have but a short time at my command; I am taking a 
train soon; but I wish particularly publicly to express my 
appreciation of the recognition I have received from the 
President and Trustees. Some years ago, I walked across 
the State of New Hampshire to attend the inauguration of a 
certain president. I arrived at the Inn, looking like a tramp, 
and I saw this gentleman (indicating Dr. G. Stanley Hall on 
his left) and I asked him to identify me. He said he had 
never seen me before. To-night, I have a dress suit and a 
white tie and he recognized me. I wish to acknowledge the 
honor of being permitted to sit at the right of this man who 
is at my left. The last time I saw him was out on the prairie 
where we were doing one-night stands together and we had 



CI a 7^ Jc University 57 

to make a certain connection. I think you owe me still a half 
dollar, sir. I bribed — I mean, I gave — the engineer a sil-ver 
dollar in order to persuade him to move the train a little faster 
so that we should make our connection. That dollar went 
farther than any I ever spent, I think, in my life. And here 
I am at his side, in the class of ' ' Formers ' ' — Mr. Roberts and 
the two end men are not in that class. 

A "Former" is one who after he has filled a number of 
important positions, such as you and I huve filled (indicating 
Dr. Hall) becomes a "former" of public opinion. 

I said to the Association of College Presidents the other 
night that I had two supreme distinctions in my life, both 
of which I have lost: — first, I was at one time the youngest 
college president in the world. I soon lost that distinction — 
through no fault of mine. Then I resigned a few weeks ago 
the position of president of the University of the State of 
New York. At that time, I think I was, save one, the oldest 
living university president, in point of service I mean, in the 
United States, which will indicate to you how young the other 
university presidents are. 

I stand, as I said to the Presidents the other night, as 
Priam at the walls of Troy, except — there is no Helen at my 
side, wise with age and garrulous with years, calling Helen's 
attention to the young warriors who are coming to take the 
places of these old men who have become "formers." It is 
a great pleasure to be here. 

I find I was to speak on the subject of "The Tele- Victorian 
Age." I hesitated to select that subject, because it is in 
violation of the rules of a philologist, but it has a certain 
geological and geographical import. Then I discovered, after 
hearing President Atwood's talk of this afternoon that we 
had passed out of that age — of course he gave it another 
name, I chose one of classical import. He called it the period 
of expansional evolution. He said we have passed out of 
that and are coming into the period of restrictional evolution ; 
that is, we are going into an age which I should call the Peri- 
Nicean age. We are entering upon what I should call the 
Peri- Victorian age; we have already passed the "tele" age, 
the age of the conquests of the future. 



58 1 71 a u g u r at i n 



I looked in my old Greek dictionary to find out how many 
peri (near) and how many tele (far) words there were. I 
discovered the ratio was about 16 to 1, that there were 67 
columns of ''near" words, "peri" words and between 4 and 
5 columns of "far" words. I was going to give some illus- 
trations, but time does not permit. If you will examine the 
dictionary, you will find what I have said is true. Most of 
those "tele" words of the old Greek time were, after all, 
' ' near ' ' words. It would seem so to us now because the whole 
world at that time was not larger thaa the United States. 
And think what education meant at that time! 

A certain distinguished university president has defined 
education as ' ' adaptation to one 's environment. " I do not like 
that definition, it is not a good definition for human beings. 
The definition is, "the conquest of one's environment." I 
have made a list of the accomplishments of a single man in 
ancient times, Hippocrates: he had "conquered his environ- 
ment." Just think of what this man knew! — ^he was abreast 
of his time as an astronomer, he had traveled the greater part 
of the earth, he knew something of navigation, knew something 
of law, he was fond of music and poetry, he was a critic of 
art, he assumed to write authentically on colors, ethics, etc., 
also wrote an essay on ' ' cheerfulness. ' ' After all, the sciences 
with which he was familiar are the sciences that had to do 
with the audible and the visible. 

"We are as we were told to-day, on the edge of this Peri- 
Victorian age, when all things shall become as "near." 

I have some notes, which if I should read them to you, 
would tell you how this world has been extended during this 
Tele- Victorian period, but I cannot speak of that. We have 
now come into the planetary consciousness, and I think into 
the cosmic consciousness, and this Clark University is to be a 
place of cosmic consciousness. In talking with a professor of 
astronomy, he asked me. Do you generally talk in terms of 
"cosmic conversation." Here is a place where cosmic con- 
versation may go on continuously. The "far" is to become 
as the "near." 

I saw a man who was most enthusiastic over a trilobite, 
a creature which no longer exists. He had discovered there 



C I ark U niv e r sity 59 

was a little indentation which indicated to him that it had 
a median eye. I asked him why the creature had disap- 
peared from the face of the earth, and he said it was because, 
I suppose, one of his eyes was used for far-seeing and the 
other for near; he had lost either the middle or one of the 
other eyes and could not see both at a distance and near at 
hand and so disappeared. 

That is suggestive, it seems to me. We have got to keep 
our eye on the ''far" as well as the "near," and on the 
"near" as well as the "far." We must not neglect those 
things about us. 

I remember once I was trying to get into a position to see 
the Coliseum and all but fell over a plough made in Syracuse, 
New York. I have often thought that that plough was 
immensely more significant than the Coliseum, if only we 
could understand its significance. I have other illustrations 
of that sort, which I will spare you. 

A few days ago I had the great pleasure of attending a 
meeting of the Czecho-Slovak mission and the Chinese mission. 
They had come over to learn what they could from us and 
carry it back to their peoples. I remember a letter which your 
Justice Holmes wrote to a friend of mine — I do not know 
how much of it was his and how much was a French phil- 
osopher's — "we are no longer looking to the past for our 
sanctions. We shall eventually come to qualify not in mor- 
tality but in locality. ' ' That is coming to be the tendency. 

I have given expression to a desire to walk around this earth 
before I have to leave it. I voiced that thought to President 
Ferry the other night. He said that reminded him of a French 
priest whom he knew and whom he had just seen in California. 
He said to him, How does it happen that you are here? And 
the priest said, "Ah, I had a dream one night in my little 
parish in France, a dream that I had come to the end of my 
life and was summoned into the presence of God, and the 
first question He asked me was. What do you think of my 
earth? The priest said, I was very much embarrassed. I 
had to tell the Lord I had not been outside of my parish." 



60 Inauguration 

President Atwood and his corps of explorers and students 
will be a great help to the Almighty some day! They will 
be able to tell the Lord about this wonderful earth of His 
and perhaps tell Him how to "arise and amend it," as the 
prayer goes. 

I am going to read just these lines — I did not look out 
of "three windows" when I was writing them. I did not 
look out of "one window." They are apropos of the light 
from that star which was measured by one who was a teacher 
here in Clark University: 

The light that started toward your eyes 
From the "Colossus of the skies" 
A century before your birth 
Has but this second reached the earth. 

Long, long, it's been upon the way 

To give you God-speed on this day 

Yet has it come althro ' the night 

With God's own speed, the speed of light. 

Orion's bands at last are loose 
Since one has measured Betelgeuse 
One who has taught in your own halls 
And se^n the stars beyond your walls. 

So may the light of Heaven be 
The lamp of your geography. 



Wallace Walter Atwood 
President of Clark University 

I told my secretary and I told the members of the Board 
of Trustees that I should wait until this evening before I 
attempted to think of what I should say at the close of this 
program, so you see that I am put down without any theme 
at all. 

One thing comes to me at once, — I sincerely appreciate the 
unusual attention which has been given to the speakers to- 



C I ark U niv er sity 61 

night, and the attention that was given to the speakers this 
afternoon. I appreciate especially the attention which you 
gave to me late this afternoon when it was perhaps a little 
uncomfortable in our hall. 

The spirit in which you have received the ideas presented 
this afternoon and this evening is of peculiar significance to 
me, and it has impressed me more and more with the possi- 
bilities that lie before us here at Clark, and also the responsi- 
bility which we have assumed. 

We need a group of men and women who are equal to this 
new responsibility. Some of the speakers have qualified this 
evening for positions on the new faculty, and I think an 
early meeting of our Board will be necessary. 

I am pleased to have so cordial a welcome from Your Honor 
the Mayor. I want to feel at home in Worcester, and I want 
to serve Worcester. I am delighted to hear from my prede- 
cessor at Harvard; he will live, I believe and trust, to see 
a great deal of that of which he has dreamed accomplished, 
and I expect him to continue to co-operate actively with me 
in this work. It is a great pleasure for me to find my prede- 
cessor at Clark University, Dr. Hall, believing in the ideals 
which we now have before us and which we have emphasized 
to-night. 

Also, to hear from Mr. Vanderlip and from Mr. Roberts 
of ideas and ideals with which you know I am in perfect 
sjonpathy is most encouraging. They knew nothing of what 
was said this afternoon. Mr. Roberts arrived from New 
York at 5 p. M. Both Mr. Yanderlip and Mr. Roberts have 
been and are now studying many of the most important 
national and international problems. They approach those 
problems from a somewhat different angle and with a dif- 
ferent background of experience than that of the scientist 
or educator, but it is a great satisfaction to find that our 
conceptions of those problems and our ideals for solving them 
are in perfect harmony. 

The American people are to play a large part in the affairs 
of the world. I trust that you will keep that fact clearly in 
mind. Our further development and possibly our future 



62 Inauguration 



peaceful existence, will depend upon our treatment of other 
nations in our international affairs. 

Among all my friends who have been so kind to-night, this 
poetic genius, whom I love so dearly has made as great a sacri- 
fice as any one to be here. He will leave for Europe in about 
48 hours, and I realize that in giving us so much of his time 
to-day he has undoubtedly overcrowded his program. Just 
the other evening, when he passed through the city late at 
night, we had a short visit. I little thought then, when he 
asked me the pronunciation of that famous star, Betelgeuse, 
what he was going to do with the name. I wish that each one 
of you could take a stroll with him — not one of his 70-mile 
strolls, but just a walk in the woods — for he is a true lover of 
out-of-doors. 

On Thursday evening Dr. Finley will leave this country 
with the duty before him of interpreting conditions in an- 
other land to the American people. I look upon that as just 
the sort of thing we, at Clark University, shall want to do. 
I wish we could annex the New York Times editorial staff. 
We shall want to send men to all countries of the world. 
We shall want men who can make correct observations. We 
shall want men who see the possibility of integrating the great 
industries of the world. Each one of them must have an 
international point of view. 

There is just one thought at this late hour that I should 
like to add to the evening program. In the pursuit of geo- 
graphic studies, in almost all research work, there is an ele- 
ment of fun that no one of the speakers has emphasized. It 
is just pure, downright fun to get out of doors and work 
in the fields, to see strange lands or climb over unknown 
mountain ranges. Sometimes such a life has a bit of the 
ridiculous in it. I remember the first season I served as a 
geologist. It was on the New Jersey Survey. I was at work 
trying to find out the various strata in the coastal plain forma- 
tions. There was a fluffy sand underlain by some clay sands, 
and I was trying to find the contact or dividing plane; I 
had thrown away my trowel and was down on my hajids and 
knees digging up the sands with the hands, when two fellows 



Clark University 63 

came by and one, in a very audible voice, said to the other: 
"I wonder if he has buried a bone there." 

Later it became my good fortune to go farther west — far 
off to the northwestern part of the continent. Imagine our 
little party on a mountain crest, following along some con- 
tinental divide trail, away from all human settlements, deeply 
interested in our studies. Perhaps I have with me a group 
of students and we are invading new fields, working together 
on unsolved problems, an occupation which I think is ideal 
from an educational standpoint. The men take different 
sections of the country about us to explore, reporting each 
night on what they have discovered. There is no question 
of looking on another man's paper, no question of whispering, 
no unfair coaching, but everybody is helping everybody else 
as new information comes in. Imagine us around a camp 
fire, trying to match our different bits of data. We are men 
doing original research work ; a small group, each helping the 
other and each man learning how to work, and having before 
him every day the possibility of making a real discovery. Per- 
haps he finds a significant fossil and comes back at night to 
tell us about it as we sit around the camp fire. And yet, 
whether it is on a mountain top or on the hills north of the 
Arctic Circle, when we look upon the little valley below, we 
think of the trail which will guide us homeward. Though we 
are students of the out-of-doors, we see that our studies all fit 
into the welfare of man. "We want them to be of value to 
man. We continue the search for the truth in the belief that 
the truth when found and understood will be valuable. It 
may be of great service in education and the process of find- 
ing the truth is distinctly educational. 

I think, Mr. Toastmaster, I ought to be and, perhaps I am, 
the happiest man here to-night. I think the responsibility 
that I have assumed is my strongest emotion to-night. I 
wish to thank all of you, Trustees, Speakers and Friends, and 
all the people of Worcester for joining in this very happy 
occasion. 



BOARD OF TRUSTEES OF 
CLARK UNIVERSITY 

A. GEORGE BULLOCK CHARLES H. THURBER 

FRANCIS H. DEWEY ALFRED L. AIKEN 

HERBERT PARKER GEORGE H. MIRICK 

ARTHUR P. RUGG STEDMAN BUTTRICK 



LIST OF DELEGATES 

HARVARD UNIVERSITY 

William Morris Davis, Sc. D., Ph. D. 

Professor of Geology, Emeritus 

Reginald Aldworth Daly, Ph. D. 

Sturgis-Hooper Professor of Geology 

Robert DeCourcy Ward, A. M. 

Professor of Climatology 

Paul Joseph Sachs, A. B. 

Assistant Professor of Fine Arts 
YALE UNIVERSITY 

WiLLisTON Walker, Ph. D., D. D., L. H. D. 

Provost 

UNIVERSITY OF PENNSYLVANIA 

Hugh Walker Ogden, A. M., LL. B., D. S. M. 

COLUMBIA UNIVERSITY 

George Vincent Wendell, Ph. D. 

Professor of Physics 
BROWN UNIVERSITY 

Albert Davis- Mead, Ph. D., Sc. D. 

Professor of Biology 
RUTGERS COLLEGE 

William Henry Steele Demarest, D. D., LL. D. 

President 



ClarkUniversity 65 

DARTMOUTH COLLEGE 

Charles Ramsdell Lingley, Ph. D. 

Professor of History 
DICKINSON COLLEGE 

Raymond Rush Brewer, A. B. 

UNIVERSITY OF PITTSBURGH 

Samuel Black McCormick, D. D., LL. D. 

Chancellor Eyneritus 
UNIVERSITY OF VERMONT 

Carroll Warren Doten, A. M. 
Professor of Economics, Massachusetts Institute of 

Technology 
WILLIAMS COLLEGE 

Harry Augustus Garfield, LL. D. 

President 
BOWDOIN COLLEGE 

Kenneth Charles Morton Sills, LL. D. 

President 
UNION COLLEGE 

Howard Conant, A. M. 
Principal of the Holyoke High School, Holyoke, 31 ass. 

MIDDLEBURY COLLEGE 

Myron Reed Sanford, L. H. D. 

Professor of the Latin Language and Literature 

UNIVERSITY OF NEW BRUNSWICK 

Alexander Wilmer Duff, D. Sc, LL. D. 
Professor of Physics, Worcester Polytechnic Institute 

HAMILTON COLLEGE 

Frederick Carlos Ferry, Ph. D., Sc. D., LL. D. 

President 
DALHOUSIE COLLEGE 

Kenneth Grant Tremayne Webster, Ph. D. 

Assistant Professor of English, Harvard University 



66 I n a u g u r at i o n 



AMHERST COLLEGE 

George Daniel Olds, LL. D. 

Acting President 

TRINITY COLLEGE (CONNECTICUT) 
Frank Cole Babbitt, Ph. D. 

Professor of Greek 

RENSSELAER POLYTECHNIC INSTITUTE 
William Pitt Mason, Sc. D., LL. D. 

Dr. William Weightman Walker Professor of 

Chemistry 

WESTERN RESERVE UNIVERSITY 
Joseph Ray Peck, A. B. 

UNIVERSITY OF TORONTO 

Alexander Wilmer Duff, D. Sc, LL. D. 
Professor of Physics, Worcester Polytechnic Institute 

DENISON UNIVERSITY 

KiRTLEY Mather, Ph. D. 

Professor of Geology 

NEW YORK UNIVERSITY 

John Charles Hubbard, Ph. D. 

Professor of Physics 

WESLEYAN UNIVERSITY 

Frank Walter Nicolson, LL. D. 

Dean 

OBERLIN COLLEGE 

The Reverend Robert Elliott Brown, A. B., B. D 

Pastor of the Second Congregational Church, 
Waterhu)^, Connecticut 

WHEATON COLLEGE 

Samuel Valentine Cole. D. D., LL. D. 

President 



Clark University 67 

MARIETTA COLLEGE 

William G. Ballantine, D. D., LL. D. 

Professor of Bible International Young Men's 
Christian Association College 
ALFRED UNIVERSITY 

Booths Colwell Davis, Ph. D., D. D. LL. D. 

President 
DE PAUW UNIVERSITY 

George Bramwell Baker, B. S. 

UNIVERSITY OF MICHIGAN 

Alfred Henry Lloyd, Ph. D. 

Professor of Philosophy and Dean of the 

Graduate School 
MOUNT HOLYOKE COLLEGE 

Samuel Perkins Hayes, Ph. D. 

Professor of Psychology 
HOLY CROSS COLLEGE 

James J. Carlin, S. J. : 

Presidenf 
THE STATE UNIVERSITY OF IOWA 
William Fletcher Russell, Ph. D. 

Dean of the College of Education 

UNIVERSITY OF WISCONSIN 

Frederick Jackson Turner, Ph. D., LL. D., Litt. D. 

Professor of History, Harvard University 

TRINITY COLLEGE (NORTH CAROLINA) 
Clyde Olin Fisher, Ph. D. 

Associate Professor of Economics, Wesley an 

University 
TUFTS COLLEGE 

John Albert Cousens, A. B. 

President 
CORNELL COLLEGE 

The Reverend John Edward Johnson, D. D. 

President of the Board of Trustees 



QS I n aug u ration 



WASHINGTON UNIVERSITY 

The Reverend Christopher Rhodes Eliot, A. M., 
S. T. B. 

Minister of the Bulfinch Place Clnuxh, Boston 

BAKER UNIVERSITY 

George Croft Cell, Ph. D. 

Professor of Historical Theology, Boston University 

School of Theology 
ALBION COLLEGE 

Samuel Dickie, LL. D., 

Preside^}! 
VASSAR COLLEGE 

Eva March Tappan, Ph. D. 

BATES COLLEGE 

Chauncey Coffin Ferguson, A. ]\I. 

Superintendent of Schools, Millhury, Mass. 

MASSACHUSETTS INSTITUTE OF TECHNOLOGY 
Waldemar Lindgren, M. E., D. Sc. 

William Barton Rogers Professor of Economic 

Geology 
CORNELL UNIVERSITY 

Edward Leamington Nichols, Ph. D., LL. D., D. Sc. 
Professor of Physics, Ementus 
UNIVERSITY OF MAINE 

Chester Squire Phinney, Ph. D. 

Master of Modern Languages, Worcester Academy 

WORCESTER POLYTECHNIC INSTITUTE 
Ira Nelson Hollis, L. H. D., D. Sc. 

President 
EPISCOPAL THEOLOGICAL SCHOOL AT CAMBRIDGE 
The Reverend William Henry Paine Hatch, 
Ph. D., D. D. 

Professor of the Literature and Interpretation of 

the New Testament 



Clai^k University 69 

MASSACHUSETTS AGRICULTURAL COLLEGE 
Elmer Adna Harrington, Ph. D. 

Professor of Physics 
WEST VIRGINIA UNIVERSITY 

Frank Butler Trotter, LL. D. 

President 
UNIVERSITY OF CALIFORNIA 

Clarence Irving Lewis, Ph. D. 

Associate Professor of Philosophy 

UNIVERSITY OF MINNESOTA 

Frank Maloy Anderson, A. M. 

Professor of History, Dartmouth College 

NEW HAMPSHIRE COLLEGE 

Ralph Dorn Hetzel, LL.B., LL. D. 

President 
BOSTON UNIVERSITY 

Lemuel Herbert Murlin, LL. D. 

President 
CANISIUS COLLEGE 

The Reverend Michael Joseph Ahern, M. A. 

President 
HUNTER COLLEGE OF THE CITY OF NEW YORK 
George Samler Davis, LL. D. 

President 
PENNSYLVANIA COLLEGE FOR AVOMEN 
John Carey Acheson, LL. D. 

Preside7it 
SYRACUSE UNIVERSITY 

The Reverend William Harman van Allen 
S. T. D., L. H. D., D. C. L., LL. D. 

Rector of the Church of the Advent, Boston 

SMITH COLLEGE 

William Allan Neilson, Ph. D., LL. D. 

President 



70 Inauguration 



MASSACHUSETTS STATE NORMAL SCHOOL 
AT WORCESTER 

William Billings Aspinwall, Ph. D. 

Principal 
WELLESLEY COLLEGE 

Elizabeth Florette Fisher, B. S. 

Professor of Geology and Geography 
Helen Goss Thomas, A. B. 

THE JOHNS HOPKINS UNIVERSITY 
Frank Morley, Sc. D. 

Professor of Mathematics 
RADCLIFFE COLLEGE 

Christina Hopkinson Baker, A. B. 

Acting Dean 
CASE SCHOOL OF APPLIED SCIENCE 
George Henry Johnson, A. B. 

Professor of History 
UNIVERSITY OF WYOMING 

James Plummer Poole, M. A. 

Professor of Botany 
BARNARD COLLEGE 

George Vincent Wendell, Ph. D. 

Professor of Physics, Columbia University 

UNIVERSITY OF CHICAGO 

ITarry Pratt Judson, LL. D. 

President 
LELAND STANFORD JUNIOR UNIVERSITY 

George James Peirce, Ph. D. 

Professor of Botany and Plant Physiology 

LOWELL TEXTILE SCHOOL 

Charles Holmes Fames, S. B. 

President 

SIMMONS COLLEGE 

Henry Lefavour, Ph. D., LL. D. 

President 



Clark U n iversity 71 

SAVEET BRIAR COLLEGE 

Ivan Eugene McDougle, Ph. D. 

Pi^ofessor of Economics and Sociology 

INTERNATIONAL YOUNG MEN'S CHRISTIAN 
ASSOCIATION COLLEGE 

Laurence Locke Doggett, Ph. D., D. D. 

President 
NORTHEASTERN COLLEGE 

Frank Palmer Speare, M. H., M. C. S. 

President 
INSTITUTE OF INTERNATIONAL EDUCATION 
Stephen Pierce Duggan, Ph. D. 
Director 

Professor of Education, College of the City of 

New York 
THE FRANCIS D. POLLAK FOUNDATION 
FOR ECONOMIC RESEARCH 
William Trufant Foster, Ph. D., LL. D. 

Director 
WORCESTER ACADEMY 

Fred Davis Aldrich, A. M. 

Senior Master 
MOUNT HERMON SCHOOL 

Henry Franklin Cutler, A. M., D. C. L. 

Principal 



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